Title I serves schools with two program models: schoolwide and targeted assistance. A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement by state academic achievement standards. This schoolwide reform strategy requires that a school does the following:

• Conduct a comprehensive needs assessment;
• Identify and commit to specific goals and strategies that address those needs;
• Create a comprehensive plan;
• Conduct an annual review of the effectiveness of the schoolwide program and revise the plan as necessary.

Adopting this strategy should result in an ongoing, comprehensive plan unique to the entire school community. Schoolwide program schools emphasize serving all students, improving all structures that support student learning, and combining all resources, as allowed, to achieve a common goal. Schoolwide programs maximize the impact of Title I.

The following are actions evidenced in schoolwide programs:

• Plan for comprehensive, long-term improvement;
• Serve all students with highly-qualified teachers and paraprofessionals;
• Provide continuous learning for staff, parents, and the community;
• Use research-based practices to develop and implement enriched instruction for all students;
• Use inclusive approaches to strengthen the school’s organizational structure;
• Consolidate resources to achieve program goals;
• Engage in continuous self-assessment and improvement; and
• Coordinate and integrate federal, state, and local services and programs.

A targeted assistance program signifies that the services are provided to a select group of children--those identified as failing, or most at risk of failing, to meet the state’s challenging content and student performance standards--rather than for overall school improvement, as in schoolwide programs. Like schoolwide program schools, the goal of a targeted assistance school is to improve teaching and to learn to enable Title I, Part A participants to meet the challenging State performance standards that all children are expected to master.

The following are actions evidenced in targeted assistance programs:

• Based on effective means for improving the achievement of participating children;
• Use effective instructional strategies that give primary consideration to extended-time strategies;
• Provide accelerated, high-quality curricula, and minimize removing children from the regular classroom during regular school hours;
• Coordinate with and support the regular education program;
• Provide instruction by highly qualified and trained professional staff; and
• Implement strategies to increase parental involvement.

Family Engagement Plan School Year 2022-2023

Craigmont High School

This Family Engagement Plan was jointly developed and agreed upon with parents to establish the expectations for parental involvement. We believe education begins in the home; therefore, Craigmont High seeks to unite family, school, and community by developing a school-parent compact with parents. We urge parents to actively participate in our student’s academic and extra-curricular activities.

Parental Involvement

To draw the school experience into our students’ home lives, we encourage parents to do the following:

1. Serve on the site-based leadership team and join the school’s parent organization
2. Attend the Annual Title I meeting, grade level meetings, parent meetings, parent conferences, programs, and PTSA meetings
3. Volunteer their talents/services/time to the instructional program
4. Include strategies for parents to attend professional development available to staff

Title I (ESSA) Involvement

The administration, faculty, and staff will provide a strategic plan and implement Title I requirements according to the guidelines outlined in the law, which include the following:

1. Make parents aware of Title I and our participation by convening an annual parent meeting about school programs
2. Provide parents with limited English proficiency, disabilities, and parents of migratory children access and opportunity to fully participate in school programs and their children’s education.
3. Provide parents with information related to school and parent programs, meetings, and activities in a language the parents can understand
4. Involve parents in an organized, ongoing, and timely way in planning, reviewing, and improvement of the school parental involvement policy and joint development of the school-wide program plan (TSIP)

To ensure that parents of Craigmont High School participate in the development and implementation of the school’s program, we will do the following:

1. Provide timely information to parents about school programs and activities through flexible meetings – mornings or evenings; with parents, school newsletter, school website, emails, flyers, and a school calendar.
2. Provide opportunities for regular meetings to which all parents are invited to inform parents of Title I requirements, the school’s participation in Title I, and the right of parents to be involved in decisions relating to their children’s education.
3. Provide parents with a descriptive explanation of the curriculum in use at the school, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.
4. Build parent capacity for involvement by educating staff with the assistance of parents to value the contributions of parents, work and communicate with parents as equal partners to implement and coordinate parent programs and build solid school-home ties.
5. Build parent capacity for involvement by providing parents with assistance with understanding topics about state academic content standards, assessments, and materials and training to improve their child’s achievement.

Craigmont High will notify parents of this plan in an understandable and uniform format and, to the extent practicable, provide it in a language that parents can understand. Parents are encouraged to take an active role in school improvement. We can make a difference at Craigmont High School by making suggestions to improve our school.

Reviewed and approved (December 2022)

All students at Craigmont are supported in some way by Title I funding. In targeted assisted programs, only students identified as most at risk of not meeting proficiency participate in specialized supplemental educational programming. Currently, all Title I schools utilize the school-wide model. Title I funds are spent on personnel, instructional materials and supplies, technology, and parent activities. Committees of school personnel and parents, as well as input from annual surveys, decide how Title I funding can best meet the needs of all students. Parents are important to the Title I planning team; your involvement is encouraged and welcomed.

Establishing a home and school partnership is essential to meet the needs of all students. Some of the activities supported by Title I funds include:

• Providing information through an annual parent meeting, parent involvement plan, parent-school-student compact, parent conferences, progress reports, notices, calendars, newsletters, webpages, and parent training.
• Sharing responsibility with family members through parent conferences, parent survey results, committees, parent-school-student compact, and involvement of parents by providing learning materials and community resources.
• Empowering parents by providing opportunities to become involved in the development and evaluation of the school-wide program, policies, and compact; opportunities to observe and assist in the classroom; opportunities to receive training and educational resources; and opportunities to receive information on community services and programs.
• Promoting accessibility with an inviting atmosphere, phone calls, personal notes, translated materials, or other accommodations that might break down barriers between school and home.