Title Funds

AOS 96

MACHIAS BAY AREA SCHOOL SYSTEM

291 Court Street * Machias * ME * 04654 * 207-255-6585

Scott K. Porter, Superintendent of Schools

Mary Maker, Director of Special Services Mitchell Look, ESEA Coordinator/Curriculum Coordinator

*Cutler * East Machias * Jonesboro * Machias * Machiasport * Marshfield * Northfield * Roque Bluffs * Wesley * Whiting * Whitneyville

Below are the Title IA, IIA, IVA, and VA application projects that will comprise the final application posted to the Whiting Village Elementary School web site by August 5th for a one-week period for comment. If you have any questions or comments, please email Mitchell Look at mlook@aos96.org

Whiting Village Elementary School received a total of $44,821.97 of federal money in the following categories:

Title I= $18,024.97

Title II= $3,215.21

Title IV= $10,000

Title V= $13,581.79

Use of Federal Funds

Title I

TIA funds will be used to provide supplemental instruction in the areas of math and literacy for identified students. This supplemental instruction will be supported by the title educational technicians who will identify the needs of the title students through classroom assessment and state assessments as well as classroom teacher recommendation. Classroom assessments as well as other assessments such as NWEA will be used for the 2022-23 school year to identify areas of academic needs. Use of technology and effective on line math and reading programs may be used as tools to differentiate instruction and help fill in the academic gaps. The ESEA Coordinator and the homeless project will come out of Title I as well.

It is hoped that the positive use of Title funds will allow most students to get their intervention at the the Tier 1 level. With the continued impact of Covid 19, it is going to be critical for students to get the most time possible for dealing with their individual learning gaps. All staff in AOS 96 which includes Whiting Village Elementary School, will continue work on essential standards identification, performance scales and common assessments With the adoption of Essential Standards in Math and ELA, The Whiting Village Elementary school teachers and administrations hopes to focus in on the essential needs of the individual Title Students.

Title II

Title IV

money will be used to pay the ESEA Coordinator as well as to alt use to title I for Art/PE teacher-wellness teacher

Homeless project This project is to help increase the attendance rates and participation of any students who are homeless. We hope to use these funds to the programming for this group of students.

ESEA Program Coordinator project The Coordinator will monitor the identification/notification process, long and short term student performance trends, and file all necessary reports in a timely manner. The ESEA Coordinator will also participate in school-wide professional development opportunities. The ESEA Coordinator will also meet with all AOS 96 staff quarterly to discuss any issues as well as to get information regarding the projects. The ESEA Coordinator will focus on the school and AOS goal of educating staff on the results of any formative and narrative assessments including the State Assessment. The ESSA Coordinator will spend time working with the intervention team on assessing individual student results and digging deeper into what the data says, which will help in their programming. Because of the expected gaps in student learning, The ESSA Coordinator and principal will meet to look at formative assessments that will be given at the beginning of the school year and determine a plan of action.

Supplemental Instruction for Math and Literacy The purpose of this project is to provide supplemental programs to support students in achieving proficiency in the district's curriculum and Maine's Common Core State Standards. This project will fund supplemental support for students in Grades k-8 including those that may be identified as disadvantaged.

Title I Interventions: The Whiting School Department's multi-tiered system and targeted instruction will be provided for students that need more time on the essential targets that have been determined through our math and literacy progressions. Targeted instruction will also be provided to support any gaps from missed instruction. Supplemental instructional strategies provided by all staff will complement those in the classroom so students are receiving a coordinated program of support in math and literacy. Flexible grouping and regrouping will support students that need additional support as well as students that are able to move through the progressions more quickly. Students will be identified for groups based on formal and informal common assessments that were developed with the progressions. Support staff will provide instruction with pull-out groups and push-in groupings. Supplies needed will support hands on learning as well as a differentiated approach to meet students needs.

Public Feedback for ESEA

The Whiting School Department accepts funding through the Elementary and Secondary Act (ESEA) of 1965. As part of ESEA, The Whiting School Department is required to provide reasonable opportunity for public comment on the consolidated application and consider such comment prior to the submission of the application. The Whiting School Department is accepting public comment on the 2022-2023 ESEA application through August 5th.

Your Email

Title I project feedback

Title II project feedback

Title IV project feedback

Title V project feedback

State Testing Message

“The AOS 96 School District utilizes all assessment data to help inform our practices at the district, school, classroom and individual levels for our students. Although we encourage students and parents to participate fully in our assessment program, it is important to note that parents/guardians may opt their child out of state testing. If you are interested in doing so, please reach out to your child’s principal to make this request in writing.”

Teacher Qualifications

Dear Parent(s) or Guardian(s):

As a parent/guardian of a student in AOS 96 you have the right to know the professional qualifications of the classroom teachers who instruct your child.

Federal law through the No Child Left Behind legislation allows you to ask for certain information about your child’s classroom teachers and requires the school district to provide this information in a timely manner if you ask for it. Specifically, you have the right to request the following information about each of your child’s classroom teachers:

Whether the State of Maine Department of Education has licensed or qualified the teacher for the grades and subjects they teach.  
Whether the State of Maine Department of Education has decided that the teacher can teach in a classroom without being licensed or qualified under state regulations because of special circumstances.  
The teacher’s college major; whether the teacher has any advanced degrees and, if so, the subject of the degrees.  If you would like to receive any of this information, please call the Title One Coordinator, Mitchell Look, at 255-6585.

NEPN/NSBA Code: KBF

PARENT INVOLVEMENT IN TITLE I

The Board endorses the parent involvement goals of Title I and encourages the regular participation by parents/guardians in all aspects of the school system’s Title I programs.

For the purpose of this policy, “parents/guardians” includes other family members involved in supervising the child’s schooling.

I. DISTRICT-LEVEL PARENT INVOLVEMENT POLICY

In compliance with federal law, the school unit will develop jointly with, agree on with, and distribute to parents of children participating in the school system’s Title I programs a written district-level parent involvement policy.

Annually, parents/guardians will have opportunities to participate in the evaluation of the content and effectiveness of the school unit’s parent involvement policy and in using the findings of the evaluation to design strategies for more effective parent involvement and to make revisions to the policy.

II. SCHOOL-PARENT INVOLVEMENT POLICY

As required by law, each school in the school unit that receives Title I funds shall jointly develop with parents/guardians of children served in the program a school parent/guardian involvement policy, including “School-Parent Compact” outlining the manner in which parents, school staff, and students will share the responsibility for improved student academic achievement in meeting State standards. The school policy will be distributed to parents/guardians of children participating in the school’s Title I programs.

The “School-Parent Compact” shall:

A. Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment enabling children in the Title I program to meet the State’s academic achievement standards;

B. Indicate the ways in which parents will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, monitoring television watching, volunteering in the classroom,

NEPN/NSBA Code: KBF

and participating, as appropriate, in decisions related to their children’s education and positive use of extra-curricular time; and

C. Address the importance of parent-teacher communication on an ongoing basis, with, at a minimum, parent-teacher conferences, frequent reports to parents, and reasonable access to staff.

III. PARENT INVOLVEMENT MEETINGS

Each school receiving Title I funds shall convene an annual meeting to which all parents/guardians of eligible children shall be invited to inform them about the school’s participation in Title I and to involve them in the planning, review, and improvement of the school’s Title I programs and the parent involvement policy.

In addition to the required annual meeting, at least one other meeting shall be held at various times of the day and/or evenings for parents/guardians of students participating in Title I programs.

These meetings shall be used to provide parents with:

A. Information about programs the school provides under Title I;

B. A description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency level students are expected to meet;

C. Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and

D. The opportunity to submit comments to the district level if they are dissatisfied with the school-wide Title I program.

Title I funding, if sufficient, may be used to facilitate parent/guardian attendance at meetings through the payment of transportation and childcare costs.

IV. PARENT RELATIONS

Parents/guardians of children identified for participation in a Title I program shall receive from the building principal and Title I staff an explanation of the reasons supporting their child’s selection, a set of objectives to be addressed, and a description of the services to be provided. Parents will receive regular reports on their child’s progress and be provided opportunities to meet with the classroom and Title I teachers. Parents will also receive training, materials, and suggestions as to how they can assist in the education of their children at home.

V. DELEGATION OF RESPONSIBILITY

The Superintendent/designee shall be responsible for ensuring that the school unit’s Title I plan, programs, and parent involvement policies comply with applicable law and regulations and for developing administrative procedures, as needed, to implement this policy.

Legal References: 20 U.S.C. § 6318

AOS #96 ESSA TITLE 1 SCHOOL PARENT/GUARDIAN COMPACT

AOS 96 and the parents/guardians of the students participating in activities, services, and programs funded by Title I Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents/guardians, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the state's high standards.

REQUIRED SCHOOL – PARENT/GUARDIAN COMPACT PROVISIONS AOS 96 responsibilities:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the state's student academic achievement standards as follows:

• Implement scientifically based curriculum models that allow for a variety of teaching methodologies

• Implement a variety of assessment strategies designed to provide students with multiple avenues to demonstrate learning objectives

• Provide teachers with ample professional development opportunities to promote best classroom practice

2. Hold parent/guardian-teacher conferences (at least annually) during which this compact will be discussed as it relates to the individual child's achievement.

• Parent/guardian teacher conferences will be held biennially (Fall and Spring) at the elementary level.

• For parents/guardians not able to make parent/guardian teacher conferences, Title 1 staff will make other arrangements to meet or communicate with Title 1 parents/guardians. • Student led conferences will be held annually at the high school level.

• Additional parent/teacher conferences may be scheduled independently on an as needed basis.

3. Provide parents/guardians with frequent reports on their children's progress. Specifically, the school will provide reports as follows:

• Notification of student progress in Title 1 a minimum of twice a year, using a variety of media (i.e. written, electronic, phone, conference)

• Notification of student progress upon request from the parent/guardian

• Access to student progress electronically, via secure password if the capacity exists to send and receive such information

AOS #96 ESSA TITLE 1 SCHOOL PARENT/GUARDIAN COMPACT, continue 4. Provide parents/guardians reasonable access to staff.

• Staff will be available for consultation with parents/guardians by appointment, such consultation may take place in person, via phone, or through electronic communication. Parent/Guardian’ Responsibilities:

We, as parents/guardians, will support our children's learning in the following ways:

• Monitor attendance

• Make sure that homework is completed

• Encourage less than 2 hours a day of non-academic screen time

• Participate, as appropriate, in decisions relating to my children's education • Stay informed about my child's education and communicating with the school by promptly reading all notices from the school district either received by my child or by mail and responding, as appropriate

• Encourage your child(ren) to attend after school academic support programs, if available. Student Responsibilities:

We, as students, will take ownership of our learning in the following ways:

• Come to class prepared (book, writing utensil, notebook, etc)

• Be polite and respectful of all members of the school community

• Demonstrate a positive attitude