Title I Part a - Amazon S3



Title I Part A

District Plan Provisions

A local educational agency may receive a subgrant under Title I for any fiscal year only if such agency has on file with the State educational agency a plan, approved by the State educational agency (Section 1112).

Instruction: Type responses below the gray line after each data element. Cells will expand as you type.

|Plan Provisions |District Requirements |

|Additional Assessment |Using Assessments in consort with the state assessment, describe how the district will determine student and |

| |program success which must include the following: |

| |How will the district identify students who may be at-risk for reading or math failure or who are having difficulty|

| |reading or performing mathematical functions? |

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| |The district will use the following test to identify students who may be |

| |at-risk for reading and/or math failure or those that may be functioning below level. The Brigance is used in |

| |Pre-school/Kindergarten; ITBS-second grade, third through eighth grade uses the CRT for end of year assessment, |

| |first through eighth grades, including Special Education, use the WRAT 3, Star Reading Test, San Diego Quick |

| |Assessment Test, DIBELS, Literacy First, Saxon Math Assessments, as well as skill and benchmark test and state |

| |adopted textbooks. Students in grades 3-12 are identified to be at risk using the following methods: classroom |

| |performance, teacher recommendation, benchmark test and state test scores. Those thought to be at risk are |

| |recommended for tutoring and/or retention. |

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| |How will the district determine individual student success? |

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| |The district will determine individual student success through a series of benchmark testing, pre and posttests, |

| |and by comparing scores on state achievement test from year to year. |

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| |How will the district assist in the diagnosis of students to impact teaching and learning in the classroom? |

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| |The district will provide the teacher with the materials, training, technology and guidance needed to test and |

| |teach the students in their classroom. |

| |How will the district measure/review and analyze the district program effectiveness? |

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| |To determine the effectiveness of the districts program 80% of the students must show a minimum of six months |

| |growth each school year. The district Title 1 team will re-evaluate the program at the beginning of each school |

| |year by reviewing pre and post test data provided by each teacher and by reviewing state assessment data. If the |

| |data shows that we didn’t meet the goals that were set, the team will seek new ways to improve our scores. |

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|Indicators other than Assessment |This provision is optional. Describe if the district will use other indicators to determine student or program |

| |success, i.e., dropout rates, attendance, truancy, enrollment in postsecondary, involvement in after-school |

| |activities, attitude changes. |

| |NA |

|Additional Educational Assistance |Include a description of how the local educational agency (LEA) will provide additional educational assistances to |

| |students assessed as needing help to meet the state’s challenging academic standards. Include a description of the|

| |district’s Title I programs in both targeted assistance (TA) and schoolwide (SW) schools along with any district |

| |interventions. |

| | |

| |The local educational agency (LEA) will provide additional educational assistance to students by offering before |

| |and after school tutoring for students in grades 1-8.The high school offers additional math and reading classes as |

| |an elective credit, as well as credit recovery classes that are on-line. To encourage all students as well as those|

| |with low reading and math scores, we offer the IXL Program for students. This program is designed to enhance |

| |classroom learning by supplementing Reading and Math. To ensure readiness of all four years olds in the district to|

| |begin kindergarten, 100% of the PK teacher and aides salary is funded with Title I monies. The district also uses |

| |the Title I funds to pay 100% of computer lab aide and three hours for an additional aide. These positions will |

| |continue to be funded with Title I next year if Title I funds are available. |

|Coordination and Integration of |Describe how the district’s Title I program will coordinate with other programs (Even Start, Head Start, Reading |

|Programs |First, Adult Education, etc.) and work with special populations (English language learners, migrant, homeless, |

| |neglected or delinquent children, etc.) to reduce duplication and fragmentation and increase collaboration between |

| |the programs. |

| | |

| |Currently Crowder School district is not involved with Head Start, Reading First, or Early First Programs. However,|

| |a Pre-K program is in place with a certified Early Childhood teacher. Services for all at risk students will be |

| |coordinated with all agencies that can provide services for the needs of individual students including special |

| |education teachers, social services, and parents as well. |

| |Students who may be determined as ELL or as migrant students would receive diagnostic testing to determine academic|

| |status. Following the identification of needs of said students, the classroom teacher would modify the curriculum |

| |to meet the needs of the student. We also would offer afterschool tutoring as an option to help the student achieve|

| |at their highest level. |

| |The district has named the school counselor as the Homeless Liaison. She will identify homeless students and |

| |provide assistance to family and child by coordinating with programs such as PHS, Section 8 (HUD), charities and |

| |local churches to assist the family with needs. Assessments will be made and the students will be placed in the |

| |program that is best suited to meet their needs. |

| |At this time, the district does not have students that fit the neglected/delinquent student profile. However, if a |

| |student meeting this profile became as part of the student body, counseling would be provided along with diagnosis |

| |of any instructional needs. Tutoring would be offered to furnish the student with academic instruction that would |

| |meet his/her needs. |

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| |Is the district coordinating with pupil services personnel such as counseling and mentoring? |

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| |Our district maintains partnerships with numerous outside resources to help us accommodate the needs of our |

| |students. Listed below are a few of the individuals our school coordinates with to meet the needs of our students: |

| |Reba Dugan, Counseling Services |

| |Mrs. Shelly Byrd, Kiamichi Career Technology Center |

| |Ms. Gayle McDonald, MHR, Job Corps |

| |Thunderbird Youth Academy |

| |Mr. Stephen Ballard, Upward Bound |

| |Mr. James, DARE Program through Choctaw Nation |

| |Stephanie Dow, EOSC Gear Up |

| |If appropriate, how is the district coordinating with college and career awareness and preparation programs? |

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| |Our district provides students with career interest surveys, facilitates all areas of ACT registrations and |

| |preparations, schedule and coordinate the ASVAB, provide college and career counseling. We schedule a college |

| |day/night program, administer PSAT, distribute FAFSA to all seniors, assist with concurrent enrollment and work |

| |with the local Vo-Tech school starting in 8th grade for our students to look at career choices. |

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| |How does the district coordinate services to prepare students for transition from school to school? |

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| |Crowder School is comprised of all grade levels in one building; therefore, transition is not as difficult as |

| |districts with multiple building sites. However, there are several dependant K-8 schools in the area whose students|

| |may choose to attend Crowder after eighth grade. Visits are made to the feeder schools by a team from the high |

| |school. During this visit a presentation is given in the form of a video and question/answer session to outline the|

| |programs our school offers. |

| |The school counselor pre-enrolls students that are transitioning from eighth to ninth grades, helping them choose |

| |the classes that will most benefit their educational needs. She also conducts a shadowing process at the local |

| |Career Technology Center. This gives tenth grade students the opportunity to choose whether to attend Vo-Tech. |

| |Students in PK, K and 1st change classes for P.E. giving them the opportunity to experience different teachers and |

| |transition. The third grade class is divided into two classes they rotate mid-day with one teacher focusing on |

| |Reading and one on Math. Fourth grade is divided with two teachers, one teacher has half of the students for ELA |

| |and the other for Math. The teachers change groups after an hour and a half and then teach their lesson to the |

| |other group for a smaller class in the targeted areas of Math and Reading. Our teachers teach in block form by one |

| |teaching Math, Science and Social Studies and the other teacher teaches Reading, Spelling, Writing and English. |

| |Fifth, sixth, seventh and eighth grade change classes/teachers every fifty-five minutes, allowing them to |

| |experience various teaching methods, thus preparing them for high school. To ensure that every student’s education |

| |is seamless, the curriculum is aligned with every textbook adoption year. |

|Selection of Students in Targeted |Describe how the district will: |

|Assistance Schools |Identify the pool of educationally deprived students (those students failing or at-risk of failing to meet the |

| |state standards). |

| |Crowder school is not a low performing school; therefore this question does not apply. |

| |Select the students most in need of additional academic support for each of the district’s TA schools. All |

| |criteria used must be educational in nature. |

| |Crowder school is not a low performing school; therefore this question does not apply. |

|Preschool Services |This provision is optional. If the district is using any Title I dollars to support or run a preschool program, |

| |describe in detail the goals, size, and activities of the program. |

| | This district has implemented a full day Pre-K program with Title monies paying 100% of a certified Early |

| |Childhood Teacher’s salary. The funds also pay for a full time aide for PK. |

| |The program goals are literacy, cognitive development, physical development and personal/social development. The |

| |size of program runs 20-30 four year old students. The optimal number would be 20 students to one teacher and one |

| |aide. The following are the goals and activities of the PK program: |

| |LITERACY- |

| |Oral language: exposure to nursery thymes, fairy tales, literature and songs with plenty of opportunity for the |

| |students to express themselves to other students and teacher. |

| |Alphabetic knowledge: recognizing letters both upper and lower case. |

| |Phonological awareness: beginning sounds and ending sounds, as well as blending some sounds together. |

| |Concepts of print: name formation and using appropriate case. |

| |The primary focus is on oral vocabulary to aid in the development of effective communication skills and to |

| |facilitate future reading success. |

| |COGNITIVE DEVELOPMENT- |

| |Productive play or hands on learning: dramatic play, blocks and building, etc. |

| |Basic Mathematics: counting and recognize #’s 1-20, shapes, simple patterns, puzzles, categorizing objects, daily |

| |calendar. |

| |Critical Thinking: answering comprehension questions, making up stories, predicting outcomes, journaling. |

| |Science and Discovery: weather, health and safety, exploring with all five senses, cause and effect. |

| |Creativity and Art: coloring more complex picture with varying detail, gluing, painting, and sculpting. |

| |These areas will be encouraged during scheduled times throughout the day. The goal is to promote learning by making|

| |it an exciting and enjoyable experience. |

| |PHYSICAL DEVELOPMENT- |

| |Gross Motor Skills: active play, jumping, hopping, skipping, and age appropriate hand-eye coordination activities. |

| |Fine Motor Skills: buttoning and zipping clothing, trying to tie shoes, cutting, tracing, and drawing. |

| |PERSONAL AND SOCIAL DEVELOPMENT- |

| |Self-Control: starting to follow rules, paying attention, listening, managing bathroom needs, understanding |

| |different emotions, separating from parents calmly |

| |Social Skills: sharing/cooperation, getting along with others, using language to express oneself instead of being |

| |physical. |

| |The size of our program varies from year to year. We have one pre-school teacher and one full time aide. More aides|

| |are provided as child count increases. |

|Quality Teachers and |What are the district’s hiring policies/procedures that will ensure that individuals who do not meet minimum hiring|

|Paraprofessionals |standards will not be hired for Title I positions? |

| | The district is in compliance with the requirements of ESSA and will only employee individuals who are highly |

| |qualified as stated in Section 1119 of the law. |

| |Please describe the district’s plan to ensure that all teachers teaching within the school district are “highly |

| |qualified.” |

| | |

| |The district will contact certification agencies of all possible employees to determine the validity of the |

| |documentation provided to the district. If it is found that the applicant does not meet the standard the individual|

| |will not be employed. At this time, all staff are currently “highly qualified or on and Emergency Certificate |

| |working toward certification in the area they are working. If at a staff member needs additional college work, |

| |Title I funds will be used to assist personnel with needs. |

| |All paraprofessionals at Crowder School are highly qualified by taking and passing the paraprofessional test or |

| |have an Associate’s degree. |

| |Describe the district’s plan to ensure that low-income students and minority students are not taught at higher |

| |rates than other students by unqualified, out of field, or inexperienced (0 to 3 years) teachers. |

| | |

| |All the teachers at Crowder School are highly qualified as required by section 1119 of the law. The most |

| |experienced and successful teachers will work with less experienced teachers and students on achieving standards in|

| |an effort to raise test scores and meet their educational needs. |

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|Professional Development |Describe how the LEA will: |

| |Coordinate with Title II to provide professional development and technology. |

| |Certified and non-certified personnel will use Professional Development to improve instruction. Parents can access |

| |student grades, lessons, and school activities on-line. Teachers and staff are provided training on how to build |

| |their own web pages. Training will be on an as needed basis for the next five years to make our school web site a |

| |functional information tool for our parents. |

| |Provide activities to support Title I staff to meet the goals set by the State of Oklahoma with the ESSA for highly|

| |qualified requirements. |

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| |Our district provides the following professional development activities to help our teachers meet the Oklahoma |

| |Academic Standards objectives set forth by the Oklahoma State Department of Education: Reading training in how to |

| |use DIBELS and other assessments to determine which students in K-3 are at risk of reading failure. Math-training |

| |for the Saxon Math series where teachers are taught how to use the curriculum and the importance of the continuing |

| |to build upon a concept throughout the year. We also provide additional training on closing the achievement gap. |

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| |Support the activities outlined in the parent involvement section. |

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| |Crowder School will hold an annual open house near the beginning of the school year to acquaint parents the school |

| |curriculum and policies. Parents will be invited to attend a portion of the evening in which teachers will outline |

| |the instructional process being used in each classroom along with teacher expectations of students. Parents will be|

| |made aware of all professional development activities and encouraged to attend those activities that will assist in|

| |helping their children attain greater learning. We will hold a “Family Night” in November to allow students and |

| |their families an opportunity work together on fun Math and Reading learning activities. |

| | |

| |Provide Title I staff and teachers of Title I students with professional development that progresses in a logical |

| |sequence of training that begins with an understanding of the scientifically based research and program-specific |

| |training and continues with on-going and more in-depth training and support. |

| | |

| |An ongoing professional plan is in place. The plan addresses the area(s) our students are performing below |

| |expectations. The professional development is meant to improve the educator’s professional knowledge and affect |

| |student learning. |

|Homeless Children |Describe how the district’s Title I plan is coordinated with the McKinney-Vento Homeless Assistance Act. |

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| |Crowder School district does not make application for McKinney-Vento Homeless Assistance Act’s Grant at this time. |

| |In the event we have a student that fits the “Homeless” status the student will receive the same academic |

| |opportunities as all other students in the district. Assessments will be completed and the student will be placed |

| |in the program that best meets his/her needs. Tutoring and counseling will be made available for these students. |

| |Describe how the district identifies homeless children. |

| | At this time, Crowder School district does not have any students that are considered homeless. If the district |

| |receives homeless students, the district will identify these students and meet physical, emotional, and their |

| |educational needs, making these identifications with assistance, from DHS agencies as appropriate. |

| |Describe how the district removes barriers to enroll homeless students. |

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| |Homeless students will be treated the same as other students in the district and all programs will be made |

| |available to all homeless students, such as before, during, and after school hours. Extended school year programs |

| |will be offered if funds are available. |

| |How does the district use its homeless set-aside funds? |

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| |Crowder School currently has funds set aside for homeless student materials. We coordinate with outside agencies to|

| |assist with needs of the family. In the event we have a student that fits the “Homeless” status the student will |

| |receive the same academic opportunities as all other students in the district. Assessments will be completed and |

| |the student will be placed in the program that best meets his/her needs. Tutoring and counseling will be made |

| |available for these students provided through others monies of the school district. |

| |. |

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| |Describe how the district contacts and coordinates with the town welfare office and local shelter(s) to identify |

| |homeless children and youth and available services. |

| | |

| |Crowder School districts school counselor will make contact as needed for identified children. This person will |

| |work with county DHS workers, law enforcement agencies to identify homeless students and make available services to|

| |homeless families. Currently, a homeless shelter is not part of the Crowder community. |

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|Neglected and Delinquent Students |Describe programs conducted, where appropriate, by educational services outside such schools for children living in|

| |local institutions for neglected and delinquent children and for neglected and delinquent children in community day|

| |programs. |

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| |At this time, Crowder Public School district, does not receive any delinquent and neglected program funds. Crowder |

| |district is partnered with Pittsburg County Youth Services and DHS to address the needs of students in this |

| |category. Some services provided include, but are not limited to affordable housing, food stamps, and medical |

| |assistance for the students. |

|Migrant Students |Describe how the LEA will ensure that migratory children are selected to receive services on the same basis as |

| |other children who are selected to receive services. |

| | |

| |Crowder Public School district has not identified migratory students. However, if Migrant students enroll, each |

| |student will be provided an appropriate education and other services in the same manner as all other students in |

| |Crowder School. |

| |Students who are determined to be migrant students would receive diagnostic testing to determine academic status. |

| |Following the identification of needs of said students, the classroom teacher would modify the curriculum of these |

| |students to ensure the instruction suits their needs. After school tutoring would be an option for these students. |

| |How will space in the Title I program be made available throughout the year for migrant children? |

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| |Crowder School District Title 1 is a school wide project and all students receive appropriate services. |

|Parent Involvement |Describe how parents and community are involved in the planning, review, and improvement of the Title I program and|

| |in the assessment of the effectiveness of the district’s parent involvement policy and activities. |

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| |Crowder Public School district has a Title1 committee, which includes parents and members of the community that |

| |meets once a year to, review assessment data, and suggest improvements to the Districts Title 1 Plan. Any parents |

| |and interested persons are invited to attend, and ask questions, and/or make suggestions for improvements. During |

| |the school year all parents will be given a copy of the districts Parent Involvement policy and will be asked to |

| |make recommendations to bring about improved parental involvement. The district Title 1 planning committee, which |

| |includes parents and instructional staff, will also review the policy to determine whether the policy is in need of|

| |updating. |

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| |Does each school have a school-parent compact? |

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| |Yes, a school/parent compact is provided for each student in grades PK-12. This compact is included within our |

| |student handbook. All parents are requested to sign the contract on an annual basis. This contract will be reviewed|

| |each year by a parent representative and school personnel to make possible changes. |

| |When are parents provided information about the program, including participation in professional development |

| |activities and training to help them teach their children? |

| | |

| |Information about the program and participation in professional development activities will be provided parents |

| |during parent/teacher conferences, Title 1 meetings, and school news letters. |

| |Describe how each Title I school within the district meets the requirement to conduct and annual meeting for |

| |parents of participating students. |

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| |On an annual basis representatives of parents of participating children will be invited to help develop/review the |

| |district and site Title I plans. This meeting will include a review of available evaluation data by grade and/or |

| |subject area. |

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| |This review will identify instructional areas with success and other areas in need of improvement. The review will |

| |also identify specific student subgroups that require attention as plans for the following year are developed. |

| |Following these assessments parents will participate in the development of plans to use Title I and other Title |

| |programs to meet identified areas of need. Parental involvement during the planning stage will be followed up by |

| |periodical review of ongoing instructional activities. Findings during these follow-up reviews will be during the |

| |year as well as make up portion of the discussion of plans during the following school year Title I plan |

| |development. On an annual basis parents will assess the district Title I Parent Involvement Policy to determine |

| |whether parents are fulfilling their responsibilities as well as develop, with the assistance of district |

| |personnel, parental involvement activities that will improve academic achievement of participating students. The |

| |district will review requested changes to this policy to determine their effectiveness as well as develop |

| |activities for the following school year. |

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| |What are the district’s plans to comply with the “Parents Right-To-Know” requirements in the law? If applicable, |

| |how will the district comply with all the Title I parent involvement requirements in a participating private, |

| |nonprofit school? |

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| |Parents are notified via mail service if their child’s teacher does not meet the highly qualified standards. |

| |Parents will also be made aware if Crowder School is identified as low achieving and steps to be taken to improve |

| |the achievement of all students. Parents will also be made award of supplemental services to be provided by state |

| |identified supplemental service providers. Crowder School district keeps all student information confidential. All |

| |parents will be provided all information about their child with a written request. Without request, parents are |

| |provided with test scores, progress reports quarterly, and the parents are encouraged to check on their child’s |

| |progress at any time. Currently, there are no private schools in our district. |

|Schools in Need of Improvement |If applicable, include a description of how the LEA will assist the low-achieving school to implement its |

| |improvement plan. |

| | |

| |At the present time, Crowder School is not listed on the school improvement list. If the school was identified, in |

| |the future the district may, (a) form a school improvement committee which would include parents, teachers, |

| |district superintendent, and other instructional staff members, (b) review all available assessment data to |

| |determine instructional areas that need to be improved, (c) review the alignment of curriculum, (d) determine if |

| |professional development services that would help strengthen the instruction that is being provided. This list of |

| |activities will be formalized and enlarged when and if the school is identified as a low performing school. |

| |Administrators and other consultants will oversee class curricular improvements, oversee site management and |

| |appearance, provide supplemental supplies and materials for instruction, and provide researched-base professional |

| |development. |

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|Extended Learning Opportunities |This provision is optional. Include a description of how the LEA will use its Title I funds to support after |

| |school (including before and summer school) and school-year extension programs. |

| |NA |

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