East Coventry Elementary school is a Title I elementary school. By definition, “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards” (US Department of Education, 2018).
As a result, East Coventry receives federal funds to support its supplemental educational and intervention programs. The majority of the federal funds that East Coventry receives is allocated to offset the salaries of its reading and math specialists.
East Coventry Elementary School analyzes student data throughout the course of the school year. The analysis is used to determine students who may need additional support.
Sandy Fondren SFondren@ojrsd.net
Kathleen Hartenstine KHartenstine@ojrsd.net
Courtney Kaplan CKaplan@ojrsd.net
Dawn Newswnager DNewswanger@ojrsd.net
Link to the District's Annual Title I Notice
Owen J. Roberts Elementary Home-School Compact
The Owen J. Roberts School District Community believes in “inspiring each student for success today and greatness tomorrow.” In order to achieve this mission, a strong home-school connection must be created and fostered for a lifetime. To ensure positive learning outcomes for all students, the following will be required:
● Model good reading and writing.
● Communicate bi-weekly with students about individual literacy/math progress (electronically and paper form).
● Communicate with families weekly regarding curriculum progress and updates.
● Provide students with books at their independent reading level for in-class and home reading.
● Hold all students accountable for process skills regardless of reading level.
● Provide easy access to books and materials at independent and instructional levels.
● Schedule time for students to reflect on what they are learning.
● Collect samples that show student progress over time.
● Be open to constructive parent feedback.
● Be a learning community, always seeking new ways to meet individual student needs through graduate courses, conferences, whole faculty study groups, grade level team meetings, peer observations, book clubs, etc.
● Involve parents and community members in actively supporting learning with clear expectations, strategies, ideas and encouragement.
● Provide students and parents with learning objectives and assessment criteria prior to instruction.
● Provide opportunities for parents to conference 1 on 1 with specialists.
● Provide daily opportunities for independent reading/math practice at home (at least 15 minutes for reading levels (not grade level) K-2; at least 30 minutes for reading levels (not grade levels) 3-6
● Allow students to reread independent and instructional level texts at home that are provided by the school.
● Model authentic reading and writing tasks (making lists for the store, reading mail, composing emails, etc.).
● Ask children to “Show me something you did at school today.”
● Talk to children about what you do when something might be too difficult.
● Provide children with a homework area and reading area equipped with appropriate supplies.
● Always talk to the teacher first when there is a question or concern (instead of going to other school personnel first).
● Share questions and concerns with appropriate school staff in a timely manner.
● Provide school with constructive feedback using the literacy/math progress report.
● Volunteer regularly (at home and/or in school).
● Attend PTA when possible to support the education of the “whole child.”
● Read/practice math daily for 30 minutes with your child (whatever they need, no matter the grade or reading level).
● Read in school independently (at least 15 minutes for reading levels (not grade level) K-2; at least 30 minutes for reading levels (not grade levels) 3-6
● Read at home independently for (at least 15 minutes for reading levels (not grade level) K-2; at least 30 minutes for reading levels (not grade levels) 3-6
● Communicate literacy/math needs to teachers for additional support to gain a better understanding
● Reflect on learning - utilize checklist to track your progress.
● Apply literacy/math skills outside of the classroom