Title I

Title 1 information (English)

Title 1 information (Hmong)

Title 1 information (Somali)

Title 1 information (Spanish)

Title 1 information (Vietnamese)

Strategies to Achieve the Goal:
● Teachers will provide instructional support in phonics, fluency, and comprehension.
● Science and Social Studies teachers will implement the AVID Critical Reading Process, Repeated Reading and the CPM Three Reads Protocol into core classes with a focus on comprehending expository text on a weekly to bi-weekly basis.

Measuring Our Progress: Sixty percent of students will make typical or aggressive growth in the aReading assessments between the fall 2024 and spring 2025 assessments.

Strategies to Achieve the Goal:
● Implement social emotional learning strategies
● Focus on restorative practices
● Enhance social emotional support and interventions.

Measuring Our Progress: Sixty-five students will make “typical” or “aggressive” growth on the aMath assessments from fall 2024 to spring 2025.

Strategies to Achieve the Goal:
● Cross curricular school wide initiatives to increase math fluency
● Focus on critical thinking supported by Graph Quest

Measuring Our Progress:
● 65% of students will make “typical” or “aggressive” growth on the aMath assessments from fall of 2024 to spring 2025.

We will involve parents in the following tasks:
● Planning and review of the Schoolwide Title I Plan,
● Planning and review of the Family Engagement Plan
● Review and revise the Title I Compact
● Planning and review of how we spend our Title I funding.

We will inform families about our Title I program at an annual fall meeting and will share the information on our school website.

• Parents, the entire school staff and students share the responsibility for improved student academic achievement to meet the state academic standards. A family-school compact will be shared with families at conferences.
• We will invite families to a Literacy night, an Excellence in Education night, and a Family Math night to help families to support their children’s academic achievement.
• We will work to build the capacity of our school staff to work with families.
• We believe in the importance of ongoing communication between families and school staff. We will:
  • Hold parent-teacher conferences twice a year
  • Communicate student progress to families throughout the school year
  • Share with families how to contact staff
  • Provide information about how families can volunteer at the school
• Information will be shared with families at Academic Planning Conferences in the fall before the start of the school year as well as at parent-teacher conferences throughout the school year. Information regarding standards and testing will be shared through the monthly family newsletter, through Schoology, as well as regular communication between parents and teachers through Talking Points. During parent-teacher conferences, teachers will share information about academics including standards and scope and sequence and testing results from both aMath and aReading assessments as well as MCA results with families.

• We believe all families should have equitable access to information from school. We will:
  • Offer flexibility meeting times, including virtual times to accommodate families
  • We will communicate in the family’s preferred language whenever possible using Talking Points and translators.
  • We offer conferences in both an in person format as well as a virtual format for families throughout the year. Information such as the compact and surveys are translated into Spanish and Hmong as well as available in English. Teachers and the school often communicate through Talking Points which is an app that allows teachers and staff to communicate with parents and families in the language they choose. 
     

The following schools receive federal funds for programs that are part of the Elementary and Secondary Education Act (ESEA), as amended (2015): Crest View Elementary, Fair Oaks Elementary, Garden City Elementary, Palmer Lake Elementary, Park Brook Elementary, and North View Middle School.

Based on current education law, teachers must have earned State certification and licensure. State certification and licensure is the training required to be a teacher.

You have the right to request information about the professional qualifications of your child’s teacher(s) or paraprofessional(s). A paraprofessional provides academic or other support for students under the direct supervision of a teacher. If you request this information, the district or school will provide you with the following as soon as possible:

1.  If the teacher has met State certification and licensing requirements for the grade levels and subjects for which the teacher provides instruction;
2. If state certification and licensing requirements have been waived (are not being required at this time) for the teacher under emergency or other temporary status;
3. If the teacher is teaching in the field of discipline for which they are certified or licensed;
4. If the teacher has met State-approved or State-recognized certification, licensing, registration, or other comparable requirements. These requirements apply to the professional discipline in which the teacher is working and may include providing English language instruction to English learners, special education or related services to students with disabilities, or both; and
5. If your child is receiving Title I or Special Education services from a paraprofessional, his or her qualifications.

Our staff is committed to helping your child develop the social, academic and critical thinking he or she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals are highly skilled.

If you would like to request information about your child’s teacher(s) or paraprofessional(s), or if you have any questions about your child’s assignment to a teacher or paraprofessional, please contact the principal at your child’s school.
 

The school district does not discriminate on the basis of race, color, national origin, sex, age, or disability in matters affecting employment or in providing access to programs and services. It provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries and complaints regarding non-discrimination policies and to coordinate compliance efforts:

Laurel Anderson, Executive Director of Human Resources
11200 93rd Avenue North, Maple Grove MN  55369
763-391-7000

Inquiries or complaints may also be directed to the Office for Civil Rights, U.S. Department of Education, 400 Maryland Avenue S.W., Washington D.C. 20202, or by calling (800) 421-3481 or (877) 521-2172 (TTY).