school name: gila vista jr....
TRANSCRIPT
CIP Title Page
School Name: Gila Vista Jr. High
School Address: 2245 S. Arizona Avenue
Principal: Mr. Rusty Tyndall
Office Telephone: (928)502-7100
Principal Email Address: [email protected]
Date Site Title I Budget Approved:
School FAX Number: (928)502-7190
Date CIP Submitted for Approval:
Date CIP Approved by Asscociate Superintendent:
CIP Committee Members
Name Position Telephone Email
Christopher Howard Asst. Principal (928) 502-7102 [email protected]
Monica Huff Teacher (928)-502-7139 [email protected]
Paula Padrnos Teacher (928) 502-7149
g
Tess Powrie Teacher (928) 502-7133 [email protected]
Lisa Schlageck Teacher (928) 502-7110
g
Stephanie Barterian Teacher (928) 502-7128
g
Kay Villaneda Parent (928) 502-0198
bkvillaneda@hotmai
l.com
Brianne Barksdale McCloud Parent (928) 502-7104
jbkmccloud@yahoo.
com
Rosa Pierce-Torres Parent (928) 580-9476
faithgraceandjosiah
@yahoo.com
Jodi Schmidgall Parent (928) 329-1100
om
Laura Chavez Teacher (928) 502-7100 [email protected]
Erin Jenkins Teacher (928) 502-7100 [email protected]
118400 5920 1184
Please Note: The CIP Committee must have at least three parents. One parent might represent Title
I students, another EL students, and so on. Parents may not be employees of the school.
Site Title Allocation
Total Title I Allocation 5% Professional Dev. Set- 1% Parent Involvement Set-
Action Step: AP Howard will prepare an introduction to customer service expectations for Gila
Vista employees
Action Step: AP Howard will prepare an introduction to a school-wide PBIS rollout.
Student Discipline and/or School Climate Smart Goal
By June 2015, out of school suspension referrals will decrease by 20% as measured by the total number of out
of school suspension referrals in school year SY2014.
A team of 6 teachers and others will be trained in PBIS quarterly to promote common and consistent
expectations for students. A culture of respect, and proper behavior will be modeled. It will be the
expectation that this culture of respect permeate the entire campus.
During professional development, teachers will collaborate on better practices for classroom
management.When needed, school administrators will provide corrective actions for teachers needing assistance
with classroom management.Action Step: A group of teachers will be trained in the area of PBIS.
Action Step: Teachers who demonstrate expertise in creating model classroom enviorments
will mentor colleagues.
Professional Development - Administrative planning for customer service expecations and PBIS rollout.
All teachers will participate in the introductory training and support staff members will be included
during the school year. a select group of teachers will participate in the PBIS training as part of Cohort
3.Amount Budgeted - $2280
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Professional Development
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Please identify data sets reviewed in your School Needs Assessment. Summarize your findings and recommendations in the space provided.
State Assesment- Math
State Assessment - Reading
State Assesment- Writing
State Assesment- Science
School Needs Assessment - Part 1
Increase to 80% the number of students at the meets and exceeds levels in math in the 6th, 7th, and 8th grades as
measured by the 2015 State Assessment. Decrease to 10% the number of students at the Falls Far Below levels in
Math as measured by the 2015 State Assessment. Focus areas: Data Analysis, Probability and Discrete Mathematics,
Patterns, Algebra, and Functions and Geometry and Measurement.
Increase to 85% the number of students at the meets and exceeds levels in reading in the 6th, 7th, and 8th grades as
measured by the 2015 State Assessment. Decrease to 5% the number of students at the Falls Far Below levels in 8th
grade Reading as measured by the 2014 State Assessment. Focus areas: Comprehending Literary Text and
Comprehending Informational Text.
Increase to 80% the number of students at the meets and exceeds levels in reading in the 6th and 7th grades as
measured by the 2014 State Assessment. Decrease to 5% the number of students at the Falls Far Below levels in all
grade levels of Writing as measured by the 2014 State Assessment. Focus areas: Ideas and Content/Organization and
Voice/Word Choice/Sentence Fluency.
Increase to 80% the number of students at the meets and exceeds levels in Science in the 8th grade as measured by
the 2014 State Assessment. Decrease the number of students at the Falls Far Below level in 8th grade Science as
measured by the 2014 State Assessment. Focus areas: Inquiry Process and Life Science.
Galileo - Math
Galileo - Reading
Galileo - Writing
Galileo - Science
AZELLA
As indicated by the 2013-2014 results (3rd and 4th Quarter), 6th, 7th, and 8th grades met the Target Level. For the
2014-15 school year, the goal would be to have all grades continue to meet the Target Levels.
All grades met the Galileo Target Scores for the 2013-2014 3rd and 4th Quarter. The goal would be to have all grades
continue to meet the Target Scores for the 2014-2015 school year.
The AIMS writing scores continue to be below expectations. The team expressed a concern over a lack of writing
focus in the District. To address this issue, writing will be expected across all contents, utilizing common core
standards and AVID writing strategies. The goal would be to have all grades continue to meet the Target Scores for
the 2014-2015 school year.
Gila Vista's science benchmark achievement continues to improve. Our 3rd and 4th Quarter Science results were
excellent. Our 8th grade AIMS Science results were an improvement over 2013. The goal would be to have all grades
continue to meet the Target Scores for the 2014-2015 school year.
Results indicate that 9% of the EL students were reclassified. Concern was expressed over the high percentage of
students who have been exited from our EL four-hour block by parent request. A high percentage of these students
do not appear to be making any substantial growth toward fluency. Our goal is to increase the number of students
reclassiflying for the 2014-2015 school year. This will be accomplished by using data harvested from assessments to
drive instruction, and the use of Galileo, PLATO, and SRI (Student Reading Inventory) programs.
DIBELS
EXPLORE
Survey Data
Student Discipline / School Climate Data
Results indicate that 9% of the EL students were reclassified. Concern was expressed over the high percentage of
students who have been exited from our EL four-hour block by parent request. A high percentage of these students
do not appear to be making any substantial growth toward fluency. Our goal is to increase the number of students
reclassiflying for the 2014-2015 school year. This will be accomplished by using data harvested from assessments to
drive instruction, and the use of Galileo, PLATO, and SRI (Student Reading Inventory) programs.
Not Applicable
Eighth grade students are given the Explore test in the Fall. At Gila Vista 100% of the 8th grade students are tested
and complete the Explore Test. Their results are shared in the Spring. Students are able to see their national ranking
and see what areas they need to focus on for improvement. The student interest inventory allows them to help plan
their courses for High School. We have seen a correlation between student success and their planning for the future.
The Explore results and subsequent discussions are appreciated by students and parents.
A parent survey is planned for the beginning of the school year. Survey will include academic and behavioral aspects,
as well as parent response to staff. Survey will include online resources for parents. There remains a need for
improving parent/staff communications.
The discipline totals for the year indicated that there was a decrease in the number of referrals dealing with student
on student aggression. Classroom disruptions caused by student defiance, classroom disruption, insubordination, and
defiance of authority appear to be the most frequent issues. The initial roll-out of the Monster Mantra provided
teacher and students with a common language and common expectations. A team of teachers will be trained
quarterly in the PBIS (Positive Behavior and Intervention Supports) model.
Site Selected Data/Finding
Site Selected Data/Finding
Site Selected Data/Finding
The discipline totals for the year indicated that there was a decrease in the number of referrals dealing with student
on student aggression. Classroom disruptions caused by student defiance, classroom disruption, insubordination, and
defiance of authority appear to be the most frequent issues. The initial roll-out of the Monster Mantra provided
teacher and students with a common language and common expectations. A team of teachers will be trained
quarterly in the PBIS (Positive Behavior and Intervention Supports) model.
Amount Budgeted: AVID Summer Institute $11,312. AVID Tutors $15,840. AVID Weekly
$550.
Professional Development: All teachers will participate in training of the AVID strategies throughout the
Amount Budgeted: $1726.99
Observations by our School Effectiveness Mentor, Principal and Assistant Principal will be
conducted to ensure that rigor is present in our lessons.
Additional Site Selected Smart Goal
Teachers will actively engage students,100% of the time as measure by the iObservation through effective
questions and prompts.
We will continue to use iObservation to help increase student engagement. The protocol will be observed
in both formal and informal observations.Our School Effectiveness Mentor will coordinate training in the areas of Key Vocabulary, Verbal
Scaffolding, Student Interactions Related to the Learning and Providing specific feedback.
Professional Development: Teachers will continue to be become more comfortable reading and using
iObservation instrument as they utilize it for quarterly peer observations.
Amount Budgeted: N/A
The consistent use of scientifically research-based instructional strategies to promote student
engagement, note-taking and summarization is critical.We will continue to implement AVID instructional strategies school-wide.
We will provide professional development opportunity for AVID training through staff participation in
the 2015 AVID Summer Institute. We will send 6 teachers and 2 administrators to the 2015 Summer
Institute. We will utilize Title One funds to support our AVID tutors as they promote higher order
thinking skills and support a complete understanding of classroom instruction.
We will add two AVID elective classes (one 6th grade & one Migrant) to have 8 AVID elective classes
for the 2014-2015 school year. One new Migrant AVID elective teacher will be brought on board.We will purchase AVID weekly for teachers and students.
We will continue to imbed AVID instructional strategies (including WICOR, study and organizational
strategies/binders, Cornell note-taking) into our classroom instruction.
Teachers will provide daily curriculum that is rigorous and data-driven by including quality instructional
objectives that are based common core curriculum quarterly Galileo assessments
Every lesson will include a rigorous objective complete with student outcomes.
Teachers will receive professional development from our School Effectiveness Mentor, as
they are encouraged to develop more rigorous lessons.
PLATO will be used as a supplement to the classroom instruction
We will encourage the use of technology throughout the instruction to promote student
interest.
Teachers will be provided common planning time according to their subject area.
90 minutes per week will be devoted to DDI (Data Driven Instruction) meetings. Discussion
and action planning will focus on individual student needs as well as small group and whole
group needs. Social Studies, Science, Elective and AIMS Prep teachers will provide focused
targeting (i.e. Magnificent Seven and Chosen Ones) of students in need of specfic
intervention.
We will encourage teachers to meet weekly in their PLCs (Professional Learning
Communities) to exchange ideas.
We will dedicate professional development time on Monday afternoons monthly to allow
teachers to plan by department in aligning content objectives to the standards and
performance objectives.
Teachers will participate in peer observations using the iObservation protocol
Teachers will particpate in self-reflection video observations facilitated by our SEM, Ms.
Sheehan and Assistant Principal Howard.
Professional development time will be provided to teachers to collaborate in aligning the
standards and the curriculum.
We will increase our effectiveness in assessing and providing interventions for our students during the 2014-
We will continue to provide additional time for math instruction with all students having two period
of math daily.
We will utilize Common Core Standards and Quarterly Galileo results to drive our instruction. Special
attention will be given to those performance objectives where students are not meeting the standards.
Differentiation is encouraged whenever possible.
Teachers will collaborate in planning daily/weekly/monthly content objectives that are aligned to the Arizona's
We will encourage collaboration among teachers.
Teachers will collaborate to align standards and curriculum
All students will participate in a 2 period math block (96 minutes daily)
Students who are not meeting the standards in math or reading will be assigned to an
intervention period. This will consist of either an English block class, Plato elective, EL
language class, resource academic support class, or AVID class.
Professional development will be coordinated by our School Effectiveness Mentor relative to
creating and using rubrics for the assessment of students.
Our School Effectiveness Mentor will coordinate Galileo interpretations and classroom
interventions.
We will become more proficient at using Galileo data.
Please answer the following questions based upon your analysis of your School Needs Assessment data on previous worksheet/section.
What trends does the data suggest?
What subject areas / concepts are in greatest need of improvement based on your results analysis?
Which subgroups need the greatest improvement and in which subjet areas / concepts?
List and prioritize any weaknesses identified in your needs assessment and/or other data analysis. Justify your
priorities.
School Needs Assessment - Part 2
A review of 2013-2014 AIMS results indicate that the percentage of students meeting or exceeding the standards is
not increasing fast enough to keep our students on track to meet future AMO's. Our ELL and Special Education sub-
groups are lagging behind expectations in Reading and Math. We continue to be concerned at the high percentage of
students who fall far below the standard in Math. With the State Assessment for 2014/2015 still not determined, we
are speculating that student expectations will increase in 2015 and the need to establish a baseline for learning is
critical.
Math continues to be an area of concern at all grade levels, even though the percentage of students meeting or
exceeding the standards has steadily increase over the last several years. The number of students exeeding the
standard is increasing, but the number of students falling far below grade level expectations is still too high in both
reading and math. The results from 2014 appear to indicate significant concerns in that only 57% of our 6th graders,
53% of our 7th graders and 49% of our 8th graders met or exceed the standard. We are very concerned that 23% of
our 6th graders, 24% of our 7th graders and 33% of our 8th graders fell far below the standard in math. Our reading
scores indicated that 73% of our 6th graders, 75% of our 7th graders and 57% of our 8th graders met or exceeded the
standards. This represented a six percent increase in the 6th grade and a slight decrease in the other two grades. We
recognize that with our curriculum focus on the Arizona College and Career Readiness Standards instead of the AIMS
standards that this outcome was a possibility. With only 41% of our 6th graders and 33% of our 7th graders
meeting the writing standards, this is also an area of concern. 57% of our 8th graders met or exceeded the science
standards. We would like for this percentage to be significantly higher.
Our ELL and Special Education subgroups are far below expected AMO's.
Priority 1 - Math improvement for all students is a necessity. We will continue to pay close attention to the students
in the EL and Special Education sub-groups. Standard 2: Curriculum, Instruction and Professional Development.
Priority 2- Reading improvement for all students with an emphasis on students in the EL and Special Education sub-
groups. Standard 2: Curriculum, Instruction and Professional Development.
Priority 3- Professional development for all teachers is required to continue to improve in the areas of Key
Vocabulary, Verbal Scaffolding, Student Interactions Related to the Learning and Specific and Immediate Feedback. It
must be the expectation that all students are actively engaged in the lesson and are required to demonstrate
participation through teacher elicited questions and prompts. The integration of technology into lesson design and
student participation should continue to be a priority. The consistent use of scientifically research-based instructional
strategies to promote student engagement, note taking and summarization is critical. The increasing gap between EL
and Non-EL students cries out for the improved use of effective instructional strategies for diverse learners. Standard
2: Curriculum, Instruction and Professional Development. Priority 4- Continued collaboration in planning
daily/weekly/monthly content objectives. District-wide collaboration by department is an area of interest that we
would like to promote. Standard 2: Curriculum, Instruction and Professional Development.
ESEA Requirements & Focusing Questions
How does your mentoring program support new or less experienced teachers?
How will the school attract or maintain Highly Qualified Teachers?
Describe the Extended Learning Opportunities planned to assist struggling students.
Describe the policies and practices the school has adopted to strengthen instruction in the core academic subjects.
Describe your transition procedures. (Preschool to Elementary, Elementary to Middle School, Middle School to High School)
Our SEM (School Effectiveness Mentor) meets regularly during the first semester to provide the F.I.R.S.T. training
hours for new teachers. New teachers as well as veteran teachers may seek out additional assistance as needed. The
Principal and Assistant Principal also target teachers in need of assistance and designate additional time with the SEM.
Attracting Highly Qualified teachers is always at the top of our list when openings occur. The Principal volunteers to
help recruit Highly Qualified teachers for the District by going on recruiting trips. Our focus is to find those who are
Highly Qualified in Math, Science and Special Education, but we frequently meet with prospective teachers who are
interested in elementary positions or other middle school disciplines. We collected résumés from over 100 candidates
from four job fairs this spring.
Extended learning opportunities include tutoring, homework, and learning programs 60 minutes prior to school
starting. Another 50 minutes after school is available to any student for instruction and enrichment activities. We
would like to expand the opportunities for math and reading instruction in our 21st Century program during the 2014-
15 school year by adding support from our Title One budget. We would also like to support an additional extended
learning opportunity by coordinating an outdoor education trip to Camp Cuyamaca for our 6th grade students. We
plan to continue to have Gila Vista students to attend the camp. We would like to provide scholarship assistance so
that no student is left out due to economic need. The Cuyamaca Outdoor School will promote academic achievement
through real life experiences for 6th grade students.
We will continue to offer two class periods for all student in math. We will establish two period blocks in English for
our lowest students in each grade. Push-in resource co-teaching will continue this year after a successful
implementation last year. A variety of Math programs and Galileo lessons created based on data analysis are used
during homeroom time. Reading counts is used to improve Reading scores.
Transition from Elementary to Middle school include Principal visits and Open House. From Middle to High School we
provide campus visits, open house, pre-registration, and Counselor visits.
Action Step: Students who are not meeting the standards in Reading will be assigned to an
English block, Plato elective, EL class, resource academic support class or AVID elective.
Action Step: Teachers will dedicate at least one day a week to independent reading.
ELA Smart Goal
Increase to 85% the number of students at the meets and exceeds levels in reading in the 6th, 7th, and 8th
grades as measured by the 2014 State Assessment. Decrease to 5% the number of students that fall far below
the standards as measure by the 2014 State Assessment.
Strategy: Language Arts teachers will utilize Galileo assessments, Reading Counts SRI reports, AIMS, and
other data as provided in order to monitor student progress.
Action Step: Teachers will collaborate in studying the Arizona College and Career Readiness Standards
to plan relevant lessons designed to promote the mastery of the standards.
Action Step: Teachers will engage students throughout the instruction. Focus areas will be on Key
Vocabulary, Verbal Scaffolding, Checking for Understanding, and Specific and Immediate Feedback.
Action Step: Teachers will plan lessons designed to meet a variety of learning styles in the classroom
and to reflect the need for additional instruction in small groups as discovered through formative
assessments. Interventions will be developed by utilizing the Galileo prescriptions. Our School
Effectiveness Mentor will assist with any additional training needed for implementing interventions.
Action Step: Professional development will be provided by the Leadership Team in the areas of AVID
strategies, the use of technology in the classroom, and student collaboration and classroom
management.
Strategy: All teachers will utilize techniques and strategies that include daily checking for understanding.
Action Step: Whole group professional development in how to check for understanding will be
provided by our School Effectiveness Mentor.
Strategy: AIMS Prep teachers will be expected to promote and monitor Reading Counts progress.
Action Step: Teachers will monitor Reading Counts participation and frequently encourage
independent reading.
Action Step: The standard for independent reading will be one book per week for students who are
below grade level and one book every two weeks for students who are at or above grade level.
Action Step: We will continue to promote the use of smart technology. We will add 6 Promethean
boards to our inventory during the 2014-15 school year.
Action Step: We will use headphones to support independent student learning.
Budgeted: Reading Counts Membership and Tech Support - $1,562.60; AVID Weekly
Action Step: The standard for independent reading will be one book per week for students who are
below grade level and one book every two weeks for students who are at or above grade level.
Strategy: Teachers will be expected to use technology provided in the classroom.
Action Step: We will continue to encourage the use of technology in the classroom. This will include
the use of mobile computer labs.
Action Step: We will support reading in the content areas by purchasing subscriptions to various Junior
Scholastic periodicals such as Science World and Choices.
Math Smart Goal
By June 2015, 80% of students in grades 6-8 will meet or exceed the standards in Math as measured by the
2014 State Assessment or Galileo BAS #4.
Strategy: All math teachers will utilize techniques and strategies that include daily checking for
understanding.
Action Step: Whole group professional development in how to check for understanding using
questioning strategies will be provided by our School Effectiveness Mentor.
Professional Development: Professional Development in how to utilize effective questioning strategies
and checking for understanding will be provided by our School Effective Mentor. Staff development will
also be provided by Summer Institute attendees to address AVID strategies to assist in questioning and
checking for understanding.Amount Budgeted
Strategy: AIMS Prep classes and Monsters in Action Extended Day Program will provide additional learning
opportunities including differentiated math interventions .
Action Step: Block English classes and PLATO elective classes will be provided to students who are in
the falls far below and approaches categories of the AIMS test. Students who meet or exceed may
choose to take the PLATO elective class.Action Step: Monsters in Action Extended Day Program will support classroom learning and provide
additional opportunities for students to meet the reading and math standards.
Action Step: Camp Cuyamaca will provide an extension of student learning by promoting academic
achievement through real life experiences.
Action Step: PLATO "Front of the Line" passes will be provided based on success on prescriptions and
overall performance.
Professional Development: Staff will be trained in data collection, interpreting data, and instructional
techniques. Training for Plato prescriptions, Galileo dialogues, and questioning will occur. Professional
development in how to utilize Galileo prescriptions will be provided by our School Effective Mentor.
Professional development planning time will be allotted for math teachers to collaborate in analyzing
AIMS and Galileo results to prepare interventions.Amount Budgeted: Tech Support for teachers $955.36. Extended day pay for teachers $4050.00.
Scholarships for Camp Cuyamaca $7000.
Strategy: The master schedule will contiue to allow all students to have a double math block consisting of
96 minutes Tuesday through Friday and 70 minutes on Monday. Students will use the PLATO on-line
learning program, and Galileo test prep program to supplement and enrich their math instruction.Action Step: Promote a standard expectation that all math computations be documented on paper
during class assignments, quizzes, tests, Plato assignments, and during Galileo (Hard copies will be
provided.) This will require additional supply funding for xerox paper.Action Step: Use Galileo results to plan direct instruction in Math and AIMS Prep classes.
Amount Budgeted: Xerox paper to support hard copies for benchmark and formative testing
$7349.90
Strategy: We will continue to provide an extra class period to facilitate more time for math
instruction.
Action Step: A double block math period will continue to provide extra math time. All
students will have 96 minutes of math Tuesday throught Friday and 70 minutes on Monday.
Action Step: 7th and 8th grade students who are not meeting the standards in math may be
assigned to a Plato Intervention class.
Action Step: Resource students will be place in a two period math block and participate in the
regular education math class with "push-in" support from a special education teacher.
Action Step: Individual and whole group instruction will be planned based on PLATO Test Packs and
Prescriptions results.
Action Step: Continue to use PLATO on-line learning component as a resource available to students for
development and enrichment in math. We will encourage students to use the programs outside of the
classroom.
Professional Development: District PLATO Coordinator and School Effective Mentor will provide
professional development to ensure understanding of program components and capabilities.
EL Smart Goal
By June 2015, 30% of EL students will reclassify as measured by AZELLA
Strategy: Provide EL students who are Pre-Emergent, Emergent, Basic and low Intermediate with a 4-hour
english block. Peg Sheehan, EL coordinator, will provide support.
Action Step: Implement AZELLA Prep Program
Action Step: Implement A-Z Program
Action Step: Continue to utilize SEI strategies in the EL block as well as in regular classrooms.
Action Step: Continue the Plato on-line learning program and Study Island test prep program as
resources available to students for development and enrichment.
Action Step: Continue to promote the Reading Counts program as a way to support independent
reading and the testing of student reading comprehension. Reading Counts membership and tech
support will be provided.
Action Step: We will hire a paraprofessional to serve as a facilitator of student computer use of online
learning programs such as Plato, Reading Counts, and Galileo. The paraprofessional will focus efforts
on At-Risk students who fall far below the standards and approach the standards. School
administration will supervise this paraprofessional with assistance from our School Effectiveness
Mentor and academic teachers.Professional Development
Amount Budgeted - Paraprofessional to support Plato, Reading Counts and Plato, $15,159.54. Reading
Counts Membership and Support $1562.60.
Strategy: Instruction
Action Step: Implement Four-hour Block in EL Homogeneous Classrooms as appropriate based on
student AZELLA performance.
Action Step: Implement ILLPs in classrooms with insufficient numbers of ELs to homogeneously group.
Action Step: Students who are proficient in one or more of the EL categories will be assigned to regular
education classes.Action Step:
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Professional Development
Amount Budgeted
Amount Budgeted
Professional Development
Amount Budgeted
Strategy: Assessment
Action Step:
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Action Step:
Parent and/or Community Smart Goal
By June, 2015, school will administer a parent satisfaction survey in which 80% or better of the respondents
label the school as above average or excellent.
Develop a variety of communication avenues and activities for parents at school.
Use electronic surveys (Survey Monkey) to receive information from families and community members.
Parents will have access to Survey Monkey during Open House of the school year
Promote Site Council membership.
Advertise school website (www.gilavista.yuma.org)
Promote the use of an online parent and student access to teacher' grade book information for both
the tracking of grade and electronic communication between parents and teachers. Parents will be
given this opportunity during the first Open House. Student Council members will have an area set up
in the cafeteria to assist parents.Promote the use of email and voice mail communication.
Share Parent/Teacher/Student Compact.
Share Discipline Policy with parents/guardians.
Amount Budgeted: Parent Liaison Stipend $1433.04, translators for Open House, parent nights and
other parent activities $500.00, Parent Institute on-line support $428, Survey Monkey $199. Supplies
for Open House, Title One Parent Meeting and other Parent Involvement Activities $873.
Use Connect-ed to keep parents informed.
Promote AVID through AVID Parent Activities.
Provide paraprofessional translators for parents at Open House. Title One Parent NIght and during
Parent-Teacher Conferences.
Provide on-line parent information related to adolescent issues in addition to the variety of pamphlets
available in our office. Promote parent involvement through the use of a parent liaison to coordinate
parent conferences, home visits, parent satisfaction surveys and parent involvement activities.
Purchased supplies for Open House, Title One Parent Meeting and Parent Involvement Activities $873.
Professional Development
Requried Parent, Family and Community Involvement Documentation
Date & Time of Title I Annual Mandated meeting. (Remember, this is a stand-alone meeting.
Agenda must include: Title I General Information, Title I Requirements, Parental Rights,
Curriculum, Eligibility, and academic assessments used to measure student progress.
September 18, 2014 - 5:30 p.m. Title One Parent Meeting in the Gila Vista Library.
In order to facilitate the submission of the the End of Year Federal Programs Completion Report to the Arizona
Department of Education please document any of the following activities.
Date Activity Funding Source $ Amount
Title I Annual Meeting - September 18, 2014 at 5:30 p.m. in
the Gila Vista LibraryParent Education - Curriculum Related
Parent Education - Family Literacy Title One 428
Parent / Teacher Conferences Title One 500
Parenting Classes
Supplies for Parent Meetings Title One 873
Site Title I Budget