Office of Service Quality Initiatives / Title 1 Plan

Title I Plan
School Name	Walker ES (0321)
School Year	2018 - 2019

Title I Requirements

COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards. Describe the process utilized to conduct the comprehensive needs assessment for this school. Teachers and administrators came together prior to the beginning of the school year to review and discuss this data. Teachers analyzed academic achievement results in all core subjects and subgroups including race; gender; economically disadvantaged; students with disabilities (ESE); English Language Learners (ELL); and lowest 25th percentile (all subjects tested). Teachers worked in groups-primary and intermediate-to write specific goals and objectives in all subject areas to improve student achievement. In addition, teachers and staff discussed additional areas of need related to improving student achievement. These included school climate, parent participation and barriers to learning at home.
Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only). All teachers at Walker Elementary are highly qualified.
ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school. Describe strategies that will be used to attract high-quality, highly qualified teachers. Walker Elementary attends job fairs as well as work collaboratively with the district to retain and recruit highly qualified teachers. We provide many incentives such as a retention bonus, TIF bonus, as well as provide the teachers with an opportunity to earn an additional hour a day during the school hour. Teachers are cultivated and nurtured at Walker Elementary School through a highly-structured system that includes Professional Learning Communities (Literacy Coach), District Trainings (District Personnel), School-Based Professional Development (Leadership Team / Team Leaders), Teacher Recognition and Incentives (Administration), and Teacher Induction for Effectiveness and Retention (TIER).

ADDITIONAL REQUIREMENTS - Coordination and Integration

Title I, Part A Title I funds provide additional teachers to assist students, particularly low performing students. Staff Development funds are used to develop a comprehensive professional training program to improve the delivery of instruction through a variety of workshops designed to move teachers to mastery and improve student achievement. Parental Involvement funds are utilized to fund monthly academic parent nights that provide parents with new skills to support student learning at home. Improving the frequency and quality of family participation and increasing family literacy are also goals of our parental involvement component. Monies are used to purchase food, supplies/materials and provide stipends for teacher presenters.
Title I, Part C- Migrant (Migrant-Title I schools have been advised if Migrant students attend their school) N/A
Title I, Part D Neglected and Delinquent When students are identified as neglected or delinquent a social worker request is submitted to the school's social worker.
Title II (District professional development) Teachers participate in professional development linked to improved student achievement in the Florida State Standards.
Title III (ESOL) English Language Learners (ELL) receives reading and developmental language arts instruction by a certified ESOL and reading teacher. They receive additional support from ESOL aides who provide one-on-one and small group language support in mainstream classes.
Title X- Homeless (Homeless- All Title I schools may complete with this statement) Students that are identified as homeless at Walker Elementary are provided with supplemental academic and counseling case management services as well as linkages to their school social worker while maintaining school as the students' stable environment.
Supplemental Academic Instruction (SAI) SAI funds are used to fund an additional teacher to lower class size to help with struggling students.
Violence Prevention Programs Walker Elementary enforces the District’s Anti-Bullying Policy and has a zero tolerance for bullying and violence. Bullying prevention programs are supported through Mentoring Programs, Peer Counseling/Conflict Mediation programs, and student assemblies.
Nutrition Programs Walker Elementary adheres to implement the nutrition requirements stated in the District Wellness Policy Nutrition Education as per state statute is taught through Physical Education. The School Food Service Program, school breakfast, school lunch, and aftercare snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District’s Wellness Policy.
Housing Programs Referrals are made through the social worker when parents need housing or food assistance.
Head Start Walker has one full-time Head Start class and two VPK classrooms. To ensure school readiness, the Head Start Program provides literacy, math and science curricula that align with the K-3 national standards to improve educational outcomes. This connection between curricula and child expectations has contributed to better-prepared students to succeed in Kindergarten. An end of the year Creative Curriculum Continuum report detailing students' ongoing assessment, is placed in the students' cumulative folder to familiarize Kindergarten teachers with the Head Start students' progress in the program.
Adult Education Parents are referred to district adult programs when requesting information on GED programs.
Career and Technical Education N/A
Job Training N/A
Other

Pre-School Transition

Pre-School Transition PK teachers and Kindergarten conduct vertical articulation meetings during the school year to ensure that the transition from the early childhood programs to kindergarten program is smooth. At the end of each school year, Kindergarten teachers conduct a Kindergarten Roundup event to give the incoming kindergarten students an opportunity to meet their new teacher and get acclimated to their classroom. Additionally, parents are given an overview of the kindergarten curriculum and expectations.

PARENT INVOLVEMENT Action Plan

Parent Involvement Goal: Based on the analysis of the parent involvement data, identify and define an area in need of improvement. Our goal is to increase parental involvement in school events to at least 50% for the 2018-2019 school year.

2017 - 2018 Level of Parent Involvement:

Indicate the number of Parents and/or Guardians who participated in parent involvement activities. [i.e., Use documentation from sign in sheets]

Total Number of Parents and/or Guardians

100

2018 - 2019 Expected Level of Parent Involvement:

Indicate the number of Parents and/or Guardians who are expected to participate in parent involvement activities for this year.