Title One Program Evaluation

Title One Program Evaluation

Report to the CCSD Board of EducationAugust 20, 2012

Bill Poock, Title One Coordinator

Title One Program

• To ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by —

Purpose:

Federal Action Steps

• (1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards;

• (2) meeting the educational needs of low-achieving children

• (3) closing the achievement gap between high- and low-performing children;

• (4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students;


• (5) distributing and targeting resources sufficiently;

• (6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards;

• (7) providing greater decision-making authority and flexibility to schools and teachers;


• (8) providing children an enriched and accelerated educational program;

• (9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;

• (10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;

• (11) coordinating services; and• (12) affording parents substantial and meaningful

opportunities to participate in the education of their children.

Program Goal #1

• 75% of Title One students will meet or exceed their spring growth target on the MAP (Measures of Academic Progress).

Program Goal #1 Results

Grade 2: Goal Met/Not Met?Percent of students meeting Growth targets:• Crest 79%(11/14)• Heights 56% (10/18)• Ridge 79% (19/24)• View 80% (12/15)• Total District 73% (52/71)


Grade 3: Goal Met/Not Met?Percent of students meeting Growth targets:

• Ridge 70% (7/10)

• Total District 70% (7/10)

Program Goal #2

• 80% of Title One students will meet or exceed grade level targets for fluency and comprehension as measured by the spring BRI (Basic Reading Inventory).


Grade 1 Comprehension: Goal Met/Not Met?Percent of students meeting GL targets:

• Crest 78% (22/24)• Heights 58% (15/26)• Ridge 53% (9/17)• View 76% (13/17)• Total District 70% (59/84)

Grade 1 Fluency: Goal Met/Not Met?Percent of students meeting GL targets:



Grade 2 Comprehension: Goal Met/Not Met?Percent of students meeting GL targets:

• Crest 79% (11/14)• Heights 79% (15/19) • Ridge 87% (20/23)• View 88% (14/16)• Total District 83% (60/72)

Grade 2 Fluency: Goal Met/Not Met?Percent of students meeting GL targets:



Grade 3 Comprehension: Goal Met/Not Met?Percent of students meeting GL targets:• Ridge 80% (8/10)


Grade 3 Fluency: Goal Met/Not Met?Percent of students meeting GL targets:• Ridge 30% (3/10)


Program Goal #3

• 90% of Title One Parent Survey responses are positive towards the Title One program in the areas of student services provided, communication, and opportunities for family/parent support.


• Goal Met: 99% of Title I parents responded positively on the Spring Title I Survey- “The

Title I Program is Helpful/Extremely Helpful to my Child”

• View: 94% (17/18)• Heights 100% (16/16)• Ridge 100% (21/21)• Crest 100% (34/34)• System: 99% (88/89)


Other Parent Survey responses included:• In what ways has the Title I program helped your child? Mark all that apply.

• My child can use decoding skills to figure out unknown words. (13/18) (29/34) (13/36) (20/23)• (75/111 = 68%)• My child can understand what they read. (13/18) (32/34) (16/36) (19/23)

• (80/111 = 72%)• My child has moved from word-by-word reading to reading in phrases and chunks. (11/18) (30/34)

(14/36) (15/23)• (70/111 = 63%)

• My child is more motivated to read. (13/18) (29/34) (12/36) (17/23)• (71/111 = 64%)

• I notice my child’s vocabulary is expanding. (16/18) (33/34) (12/36) (18/23)• (79/111 = 71%)

• What changes have you seen in your child’s confidence about reading and school? Mark all that apply.• My child picks up and reads books independently. (11/18) (30/34) (11/36) (14/23)

• (66/111 = 59%)• My child shows enthusiasm for reading books. (13/18) (30/34) (10/36) (12/23)

• (65/111 = 59%)• My child reads from a variety of books with a broad range of topics. (10/18) (31/34) (16/36)

(15/23)• (72/111 = 65%)


63% of Title One parents completed the survey:

• 91% for Crest (34/37)• 50% for Heights (18/36)• 53% for Ridge (21 /40)• 57% for View (18/32)

System Total: 63% (91/145)

Parent Advisory Council MeetingMay 24, 2012

• Parent Policy/Compact:• Instead of annual meeting—hold 1:1

conferences• More frequent updates: • Parent choice• Letter• Email• Phone call• Meetings

• Include data from past years to show growth over time to parents


• Parent Involvement Ideas:• Family reading night• Make and take workshop• Note to parents in student’s agenda “What I

learned this week in Title One” or this week• A day devoted to reading, get students and staff

to wear a universal color t-shirt with literature activities (Like America Reads Day)

• Motivation to attend meetings – like raffle tickets for Fun Nights?

• Parent coaching—how to help at home


• Improving our Program:• Video examples of reading strategies—parents and

teachers on same page• More coaching-joint meetings with other buildings?• Mini-meetings with specific strategies with parents• More time to Title One teachers to plan with

classroom teachers• Funding for quality literature/teaching materials• Monthly communication between parents and

teacher

2012 – 2013 Action Steps for Improvement

1. Continue to collaborate with classroom teachers to align instruction

2. Work with classroom teachers to regularly use assessment data to drive decision-making

3. Use developmentally appropriate strategies to increase level of performance in the area of fluency

Documents

Title One Program Evaluation