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Title I

TITLE I:

THE MISSION OF TITLE I IS TO PROVIDE A CONTINUUM OF SERVICES AND RESOURCES THAT ENRICH CURRICULUM AND INSTRUCTION, PROMOTE INTERACTION AND COORDINATION OF RESOURCES, AND RESULT IN EXCELLENCE AND HIGH EXPECTATIONS FOR EDUCATORS, STUDENTS, AND FAMILIES. THROUGH COLLECTIVE EFFORTS, WE ENDEAVOR TO INCREASE ACCOUNTABILITY FOR ALL PARTICIPANTS IN THE EDUCATIONAL PROCESS; ENHANCE COOPERATION BETWEEN SCHOOL AND HOME; PROVIDE EDUCATORS WITH GREATER AUTONOMY FOR SHARED DECISION-MAKING, AND MOST IMPORTANTLY, PROMOTE INCREASED EDUCATIONAL PERFORMANCE OF STUDENTS.

HORNET PARK ELEMENTARY SCHOOL

Hornet Park offers a Schoolwide Title I Program (HP-SW) which promotes flexibility and coordination with funding to upgrade the entire educational program and ensure that needs of all students are met and student outcomes and performance improve. The HP-SW addresses the needs of all children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

All K-1 students receive core instruction, as well as differentiated, small group instruction during their Core Tier I class period. In addition, identified at-risk students are given additional best practice instruction in reading/English language arts on a one-to-one basis or in small group intervention for 20 minutes a day, 3-5 days a week depending upon need, provided by two certified teachers and one certified teaching assistant, all highly qualified. An additional third layer of skill-based instructional support is provided to small groups during the 30 - 40-minute schoolwide “Remediation/Enrichment” period provided by certified teachers and instructional aids. Student progress is monitored using Fountas & Pinnell Benchmark Assessment System (BAS), IReady diagnostic, and teacher anecdotal feedback. Students are progress monitored and assessed regularly with the Fountas & Pinnell BAS based on their individual growth. If students show proficiency of the reading/English language arts standards using the assessment tools and reach Fountas & Pinnell “on grade” level, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

With the addition of At Home (virtual) learning this year, services mirror those described above for At School learners. All students have an IPad and accessories needed for virtual learning at home. Teachers provide five synchronous learning opportunities per day for students to log in and connect live with their teacher for instruction; Community Circle, Reading 1, Reading 2, Math, Related Arts, and Closing Circle. At Risk students also have the opportunity to attend a live synchronous one-to one or small group tier II intervention lesson throughout the week. Students that cannot attend the live lessons during the day have the opportunity to engage in the recorded lessons and all activities via Canvas.

Social Emotional Learning (SEL) is an additional layer of support provided to all K-1 students as part of our HP-SWTIP. Teachers are trained in and implement Community Circles, Calm Classrooms, PBIS, and Restorative Practices in every classroom. A supplemental SEL curriculum with strategies and resources is also provided to every student in HeaRT, a related arts class, once a week.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; sight word and reading instructional strategies at the Grandparents’ evening; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement

PolicyHornet Park Elementary School Title I Parent

Parent Involvement Policy

School-Student-Parent/Guardian/Family Compact

Parents Right To KnowHornet Park Elementary

Hornet Park Accountability Report Card 2019-2020

BGCS Accountability Report Card 2019-2020

CENTRAL ELEMENTARY SCHOOL

Central Elementary offers a Schoolwide Title I Program (CE-SW) which promotes flexibility and coordination with funding to upgrade the entire educational program and ensure that needs of all students are met and student outcomes and performance improve. The CE-SW addresses the needs of all children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

All 2-3 students receive core instruction, as well as differentiated, small group instruction during their Core Tier I Reading period. In addition, identified at-risk students are given additional best practice instruction in reading/English language arts in small-group (3-4 students) pull out settings for 30 minutes a day, 5 days a week, provided by two certified teachers, both highly qualified, one certified teaching assistant, and one instructional assistant. Students are pulled out of the science/social studies literacy period during small group instructional time or Reading Independent Learning Opportunity times to alleviate missing CORE instruction. Fountas and Pinnell Leveled Literacy Intervention System is used as the basis for Tier II instructional support, assessment, and progress monitoring.

With the addition of At Home (virtual) learning this year, services mirror those described above for At School learners. All students have an IPad and accessories needed for virtual learning at home. Teachers provide five synchronous learning opportunities per day for students to log in and connect live with their teacher for instruction; Community Circle, Reading 1, Reading 2, Math, Related Arts, and Closing Circle. At Risk students also have the opportunity to attend a live synchronous one-to one or small group tier II intervention lesson throughout the week. Students that cannot attend the live lessons during the day have the opportunity to engage in the recorded lessons and all activities via Canvas.

Central Elementary is the recipient of the Gold Star Counselling Award for their commitment to supporting student’s social emotional learning (SEL) needs. In addition to Reading/ELA, and Math intervention, students receive social emotional learning support through various means and resources. Trudi Wolfe, school counselor, provides teachers training on the Calm Classroom, Trauma Informed Care, Mindful Moments, Botvin Life Skills, Community Circles, PBIS, and Restorative Practices. She also provides intervention, support and strategies to small groups of students based on common needs on a daily basis. SEL student progress is monitored using school student behavior data, use of resources data, student surveys, teacher surveys, and continued observations/anecdotal feedback.

Academic student progress is monitored using Fountas & Pinnell Benchmark Assessment System (BAS), IReady diagnostic, IRead, ILearn, and teacher anecdotal feedback. Students are progress monitored and assessed regularly with the Fountas & Pinnell BAS based on their individual growth. If students show proficiency of the reading/English language arts standards using the assessment tools and reach Fountas & Pinnell “on grade” level, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; sight word and reading instructional strategies at the Grandparents’ evening; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement

Central Elementary School Title I Parent Involvement

School-Student-Parent/Guardian/Family Compact

Parents Right To KnowCentral Elementary

Central Elementary Accountability Report Card 2019-2020

2019-2020 BGCS IDOECorporation Report

SOUTH GROVE INTERMEDIATE SCHOOL

South Grove offers a Schoolwide Title I Program which promotes flexibility and coordination with funding to upgrade the entire educational program and ensure that needs of all students are met and student outcomes and performance improve. The SW program addresses the needs of all children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

All 4-6 students receive core instruction, as well as differentiated, small group instruction during their Core Tier I class periods. In addition, identified at-risk students are given additional best practice instruction in reading/English language arts on a one-to-one basis or in small group intervention for 30 minutes a day, 5 days a week, provided by two certified teachers, both highly qualified. Student progress is monitored using Fountas & Pinnell Benchmark Assessment System (BAS), IReady diagnostic, and teacher anecdotal feedback. Students are progress monitored and assessed regularly with the Fountas & Pinnell BAS based on their individual growth. If students show proficiency of the reading/English language arts standards using the assessment tools and reach Fountas & Pinnell “on grade” level, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

With the addition of At Home (virtual) learning this year, services mirror those described above for At School learners. All students have a chromebook and accessories needed for virtual learning at home. Teachers provide 3-5 synchronous learning opportunities per day for students to log in and connect live with their teachers for instruction; Community Circle, Reading/ELA, Science/Social Studies, Math, and Related Arts. At Risk students also have the opportunity to attend a live synchronous one-to one or small group tier II intervention lesson throughout the week. Students that cannot attend the live lessons during the day have the opportunity to engage in the recorded lessons and all activities via Canvas.

Social Emotional Learning (SEL) is an additional layer of support provided to all 4-6 students as part of our school program. Teachers are trained in and implement Community Circles, Calm Classrooms, PBIS, and Restorative Practices in every classroom. A supplemental SEL curriculum with strategies and resources is also provided to every student in Wellness, a related arts class, once a week.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; various learning activities during the Family Fun Learning Night ; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement Policy

South Grove Intermediate School Title I Parent Parent Involvement Policy

School-Student-Parent/Guardian/Family Compact

Parents Right To KnowSouth Grove Intermediate

South Grove Accountability Report Card 2019-2020

BGCS Accountability Report Card 2019-2020

BEECH GROVE MIDDLE SCHOOL

Beech Grove Middle School is a Targeted Assistance Title I Program (BGMS - TAS). The BGMS - TAS program addresses the needs of a targeted group of children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

Students are targeted and identified based on academic performance on standardized assessments (ILearn), norm referenced/diagnostic assessments ( IReady, Fountas and Pinnell BAS), lexile reading levels, standards-based formative assessments, and teacher feedback. Progress is monitored and re-evaluated each semester.

Targeted students receive core instruction, as well as differentiated, small group instruction during their Core Tier I Reading/ELA and Math periods. A layer of Tier II remedial instructional support is given to the targeted students in 80 minute blocks of time during reading/English language arts and/or math labs every other day. Depending on the students’ needs, they could have both a reading/ELA lab and a math lab. During the labs, students receive whole group instruction, small group instruction, and independent work time/assistance based on specific skills needed at their independent levels. Best practice instructional strategies are provided by six certified teachers, three of which are highly qualified. In addition to the Tier II labs, students are offered after school tutoring in both reading/ELA and math three days a week for an hour at a time provided by certified teachers.

Social Emotional Learning components are embedded into the BGMS - TAS Program to ensure all academic, social and emotional needs are addressed and supported through valuable resources and research-based strategies. Students are assigned to a specific HRT/Success class that meets daily for 45 minutes to address and support individual student goal setting, progress monitoring, mentoring, college and career planning, etc. Beech Grove Middle School also has a Peer Mentor Program for targeted at-risk students. The Instructional Coach chooses model students, trains them in social emotional and academic peer mentoring, matches them with targeted students, and provides support to all involved. This peer mentoring program has proven to be successful to ALL students involved.

Academic student progress is monitored using IReady diagnostic, ILearn, PSAT, Fountas and Pinnell BAS, local common benchmarks and anecdotal feedback and observation of student behaviors and academic performance. Students are assessed and progress monitored throughout each 9 weeks. At first semester’s end, student data and progress is re-evaluated, at which time changes in scheduling and resources may be made accordingly to meet the needs of the targeted students. If students show proficiency of the reading/English language arts standards using the assessment tools and reach “on grade” level performance targets, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; sight word and reading instructional strategies at the Grandparents’ evening; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement

Beech Grove Middle School Title I Parent Involvement

School-Student-Parent/Guardian/Family Compact

Parents Right To KnowCentral Elementary

Beech Grove Middle School Accountability Report Card 2019-2020

2019-2020 BGCS IDOECorporation Report