Central Office Program

Internship
Jennifer Wickersham
Oakland University
August 2019
 Timeline

Fall 2018 Winter

Internship: 2019
Winter and Spring 2019
SEEK Change of *Personal PD Title 1
Program Internship
to Title 1 *Title 1 program analysis
Proposal and
Development Focus *Parent engagement
* SEEK Program oversight
A Snapshot of CLPS
Demographics
Achievement
Perceptions
Processes
2018-2019 CLPS District Enrollment
• 2,789 full time students
• 289 home-school partnership/not full time
9% 5%
5%

37%
24%

20%

Pre-K Elmentary (K-5)

Middle School (6-8) High School (9-12)
Academy 21 (6-12) Center Line Partnership (K-12)
2018-2019 District Ethnicity
Amer
Indian/Alaska
2% Native
8% 14% <1%

24%

50%
Native
Hawaiian/
Pacific Islander
<1%

Amer Indian/Alaska Native Asian

Black Native Hawaiian/Pacific
White Hispanic
Multi-Racial
2018-2019 Free/Reduced Lunch

No Assistance
26%
Free/Reduced
Lunch
74%

No Assistance Free/Reduced Lunch

2018-2019 District Special Services
504
IEP 2%
13%

None
85%

IEP 504 None

 2017-2018 M-STEP

ELA Math

50% 50%
45% 45%
40% 40%
35% 35%
30% 30%
25% 25%
20% 20%
15% 15%
10% 10%
5% 5%
0% 0%
3rd 4th 5th 6th 7th 8th 3rd 4th 5th 6th 7th 8th

CLPS State CLPS State

 2018-2019 K-5 NWEA Reading
at 50th Percentile or Higher
(50th percentile = national norm)
80

70

60

50

40

30

20

10

0
Kindergarten 1st 2nd 3rd 4th 5th
All Students (1,053) White Students (528) Black Students (230)
Mutli-Racial Students (123) Asian Students(168)
 District Perception Survey
Provided to all Stakeholders
• District mission is clearly focused on student success.
96% agree 4 % Neutral

• District provides opportunities for stakeholders to be involved in the schools and

district.
85% Agree 15 % Neutral 1% Disagree

• Students have access to support services based on their identified needs.

85% Agree 11% Neutral 3% Disagree

• Our district has sufficient materials and fiscal resources to support its goals.
70% Agree 26% Neutral 4% Disagree
Elementary Title 1 Surveys

• Positive feedback for all schools:

• Parent-teacher communications
• Volunteer opportunities provided for parents
• Students like their teachers and learning
• Identified areas of need for all schools:
• Program analysis and data collection process (staff)
• Academic coaching / peer conferencing (staff)
• Parent engagement strategies (staff)
Multi Tiered Support Systems Process
Measures to develop baseline data, growth targets,
need for intervention, and inform individual
instruction.
K-3 3-5
• DIBELS (Dynamic Indicators of Early • DIBELS (Dynamic Indicators of Early
Literacy Skills) Literacy Skills)
o 3x per year o 3x per year

• Fountas & Pinnell Reading Levels • Fountas & Pinnell Reading Levels
o 3x per year o 3x per year

• NWEA Map Assessments: Reading, Math • NWEA Map Assessments: Reading, Math
o 2x per year o 2x per year

• M-STEP State Assessments

• WIIDA for ELL o 3rd & 4th ELA & Math
o 5th ELA, Math, Social Studies,
Science

• WIIDA for ELL

Title 1 Funds Distribution Process
• Roose Elementary

PRIORITY / FUNDING
• Greatest % Low SES
• Greatest % ELL
• 55% minority students
• Largest elementary school

• Crothers Elementary
• Lowest % proficient (Trend Data)
• High % low SES
• 48% minority students

• Peck Elementary
• Highest % proficient (Trend Data)
• Least % low SES
• 47% minority students

• Wolfe Middle School

• District priority on elementary interventions
Parent Engagement Plan
• New requirements with ESSA.
• Common template and plan for all Title 1 Schools
• Developed as a district team in April 2019.
Multiple Modalities of
Communication

Informational Two-Way Collaborative

Newsletters Phone Calls Title 1 Parent

Mail Face-to-Face Meetings
Emails Conferencing
Title 1 Parent
Web posts Intervention Groups
Robo calls Progress Updates
School
Social media
Improvement
Team
Professional Development
• Title 1 Boot Camps
• Fall 2018
• Spring 2019
• Title 1 Workshops
• Policies and Procedures (Oakland ISD)
• Equality (Oakland ISD)
• ESSA (Lansing)
• Title 1 Director Meetings @ MISD
• Quarterly
• Title 1 Meetings (District level)
RECOMMENDATIONS
• Continue breakdown of current Federal program policies
and what procedures we have in place.
• Assist with supporting the idea of DEFINED autonomy,
accountability, and coherence.
• Deeper evaluation of Title 1 program success, return on
investment, student growth.
• One-on-one meetings with school leadership to determine evaluation
criteria and data to support Title 1 program decisions.
• Continue to work with schools on monitoring parent
engagement plans.
• Professional Growth
• Title 1 budget allocations and timetables PD.
• Develop a more concise timetable for my own work.