I, Arthur Steullet , do hereby certify that all facts, figures, and representations made in this application are true, correct, and consistent with the statement of assurances for these waivers. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available for review by appropriate state and federal staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.
Signature of Principal or Designee | Date Signed |
Response: Tarpon Springs Elementary School believes that positive parent/family involvement is essential to student achievement and thus encourages such involvement by our families in all school activities. We also provide parent involvement activities informing, educating and supporting parents while encouraging parent input throughout our school year. |
Response: Tarpon Springs Elementary School believes in involving parents in all aspects of its Title I programs. The SAC has the responsibility for developing, implementing, and evaluating the various school level plans, including the SIP and PIP. More than 50 percent of the members of the SAC are parent (non-employee) representatives. In addition, all parents were given the opportunity to review the plan and offer their input prior to approval. For the PIP, all parents were given surveys at the end of the school year seeking their input on activities, training, and materials they needed to help their child. Results of parent surveys are reviewed by the SAC to determine needed changes. During the SAC meeting when the PIP and/or SIP developed, the committee will decide, with the input from parents how the parental involvement funds will be used. |
count | Program | Coordination |
---|---|---|
1 | VPK | Tarpon Springs Elem. and the VPK office will work together to coordinate transition programs for students entering the regular public school program. Activities may include: inviting VPK students into Kindergarten classrooms towards the end of the VPK school year, and inviting VPK students to work with Kindergarten students throughout the school year. |
2 | Individuals with Disabilities Education Act (IDEA) | Supplemental instuctional support provided by Title I will be discussed with parents during the development of the student's IEP. |
3 | Kindegarten Open House | The school will provide families information important to help their children transistion from PreK to Kindegarten. Local preschools were visited to encourage attending TSES as upcoming Kindergarten students. |
4 | Parents As Educational Partners (PEP) | The ESOL office and Tarpon Springs Elem. will work together to provide information and education on ways parents can help their children at home. |
5 | Headstart | The local Headstart director and teachers are invited to visit the school to better understand the expectations of incoming KDG. students, so that they can work on specific skills for success with the children and their families. |
count | Activity/Tasks | Person Responsible | Timeline | Evidence of Effectiveness |
---|---|---|---|---|
1 | Create PowerPoint to share with parents informing them on how Title I funds are approprioated. | Curriculum Specialist/Administrator | August 2016 | Copy of PowerPoint |
2 | Create and distribute flyer advertising annual Meeting and inviting parents to attend | Curriculum Specialist, Administrator,Community Liasion | One week prior to Annual Meeting (August 2015) | Copy of flyer |
3 | Create sign in sheets and agenda | Curriculum Specialist/ Administrator Contact | August 2016 | Copy of sign in sheets and agenda |
4 | Advertise Annual Meeting on school marquee and website | Media Specialist | August 2016 | Screenshot of website |
5 | Follow up with families who did not attend by sending home an informational letter | Administrator | Weeks following Annual Meeting (August 2015) | Copy of Letter |
6 | Website Notificatioon | Media Specialist | August 2016 | Screenshot of website |
Response: At TSES we strive to accommodate our families' needs and busy schedules by offering a variety of meetings. Our PTA and Title I meetings are coordinated to be combined meetings so that more parents will attend. We try to combine academic events with parent meetings to encourage involvement. For example, our Science Fair and Chorus Concert both fell on PTA/Title I meeting nights. |
count | Content and Type of Activity | Person Responsible | Anticipated Impact on Student Achievement | Timeline | Evidence of Effectiveness |
---|---|---|---|---|---|
1 | Florida Standards Awareness | Curriculum Specialist/RTI Coach | Parents will receive Florida Standards information via website, which will increase the overall success and achievement of students. | September 2016 | Newsletters |
2 | Assessments Individual Conferences | Classroom Teachers | Parent/teacher discussion of child's assessment results, expectations and goals together with strategies for helping their child be more successful in school | Ongoing | Conference log, conference forms, common assessments |
3 | Reading/Paired Reading/Florida Standards | Classroom teachers, Media Specialist, Curriculum Specialist | Reading at home has a direct and positive correlation to reading success in school | Fall 2016 - May 2017 | Take Home Reading Logs |
4 | Science Lab/Science Content | Classroom teachers/Curriculum Specialist, District Science Coach | Hands-on science activities enable children to better understand science concepts. These concepts will be shared with parents at PTA/Title I Meetings, where they are able to create and build a home and school connection. | Ongoing | Lab Schedule, Science Journals |
5 | Literacy | Curriculum Specialist/RTI Coach, District Literacy Coach | Preparing students to write in response to reading. Students will share their interactive literacy response journals with families and their common assessment data will be shared with families. This will benefit their overall achievement of academics. | Ongoing | Common Assessments, Interactive Literacy Response Journals |
count | Content and Type of Activity | Person Responsible | Anticipated Impact on Student Achievement | Timeline | Evidence of Effectiveness |
---|---|---|---|---|---|
1 | Community Involvement | Guidance Counselor | Improve ability of staff to work effectively with parents by providing them with examples of best practices. | Ongoing | Sign out sheets of intervention/enrichment sheets, Meeting Agenda |
2 | Florida Standards in Academic Areas | Administration, Curriculum Specialist, teality of teachers to implement Common Core Standards chers | Improve ability of teachers to implement Florida Standards across all curriculum areas. Improve parents and community understanding of how these standards are best practices in daily work at school and home. | Open House, August, 2016-May, 2017 | Teacher Open House, Sign in Sheet/discussions/PLCs, Evaluative surveys of Florida Standards. |
Response: Tarpon Springs Elementary School will create a family-friendly school; encourage teachers to help parents become involved in ways that don't require the parent to come to the school; creating and maintaining our school website; developing support groups for parents and families and providing workshops for parents in the academic areas. |
Response: Our parents receive information about the Title I program in a variety of ways. At the Title I Annual Meeting/Open House in August, TSES will hold a general meeting where information will be presented about the Title I program, the curriculum, and academic assessments. Parents will learn about the school-wide program, how to schedule parent-teacher conferences and opportunities for participation in decisions related to the education of their child. |
Response: We strive to involve all parents in the activities and learning here at Tarpon Springs Elementary School. Our ESOL teacher and assistant attend parent meetings to serve as translators. Being in a new facility makes access easier for parents with disabilities. For those parents unable to come to school we regularly send home information about our school programs along with suggestions on what can be done at home to help all of our children meet and exceed expectations. Many times this information is sent home in English, as well as, Spanish. For notices and forms requiring translation our ESOL staff provides that. In order to reach all of our families, we advertise our events in a number of ways including newsletters, flyers,on our school marquee, and phone calls home using a Connect Ed. message. |
count | Activity | Description of Implementation Strategy | Person Responsible | Anticipated Impact on Student Achievement | Timeline |
---|---|---|---|---|---|
1 | Maximizing parental involvement and participation in their children’s education by arranging school meetings at a variety of times, or conducting in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend those conferences at school [Section 1118(e)(10)]; | Parent sessions occur prior to school, during school hours, and in the evenings. | Administrator, Title I associates, PTA | Parental involvement in their child's education and related activities increases the success of those students. | Ongoing |
2 | Developing appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities [Section 1118(e)(13)]. | Scheduled meetings with local businesses and organizations | Administrator, Guidance Counselor, Social Worker | Increased business partners and community involvement, which will increase student achievement by using their time and resources to assist school-wide. | Ongoing |
count | Content and Type of Activity | Number of Activities | Number of Participants | Anticipated Impact on Student Achievement |
---|---|---|---|---|
1 | FSA Strategies | 1 | 48 | Parents will receive grade specific information regarding SSS and strategies they can use at home with their child |
2 | Assessments Individual Conferences | 1 | 300 | Parent/teacher discussion of child's assessment results, expectations, and goals together with strategies for helping their child be more successful in school |
3 | Reading/Paired Reading | 1 | 180 | Reading at home has a direct and positive correlation to reading success in school |
4 | Science Investigations Workshop | 1 | 40 | Hands-on science activities enable children to better understand science concepts |
5 | Title One Annual Meeting | 1 | 150 | Parents will receive specific information about reading at home with their child which will increase student achievement. |
6 | Books and Bagels | 1 | 190 | Provided families with information about the school and how Title One is implemented at our school, and how to get access to resources needed. |
count | Content and Type of Activity | Number of Activities | Number of Participants | Anticipated Impact on Student Achievement |
---|---|---|---|---|
1 | Title I Tips | 1 | 50 | Improve ability of staff to work effectively with parents by providing them with examples of best practices |
2 | Common Core Standards in Academic Areas | 3 | 54 | Improve ability of teachers to implement Common Core Standards across all curriculum areas. Improve parents and community understanding of how these standards are best practices in daily work at school and home |
3 | Collaborative Planning | 18 | 40 | Teachers who plan together have a bigger impact on students than those who do not. |
count | Barrier (Including the Specific Subgroup) | Steps the School will Take to Overcome |
---|---|---|
1 | Time of Workshops | Flexible timailable (Economically Disadvantaged, African American, Hispanics, White)es av |
2 | Child Care | Offer activities that include children (Economically Disadvantaged, Hispanics, African American) |
3 | Language | ESOL translators available (Hispanics) |
count | Content/Purpose | Description of the Activity |
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