Title I
Chambers Prairie is a Title I School
Title I at Chambers Prairie
Chambers Prairie Elementary Education Compact
Title I is designed to support state and local school reform efforts tied to challenging state academic standards to reinforce and enhance efforts to improve teaching and learning for students. Title I programs are based on effective means of improving student achievement and include strategies to support parental involvement. This compact is our parent involvement policy.
If you have any questions or suggestions about our Chambers Prairie Education Compact, please email us. We look forward to hearing from you.
- Title I School: Education Compact for Parent Involvement
- Principal Agreement
- Parent/Guardian Agreement
- Student Agreement
- Teacher Agreement
Title I School: Education Compact for Parent Involvement
Chambers Prairie Elementary believes parent involvement is the participation of parents in regular two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:
- That parents play an active role in assisting their child’s learning.
- That parents are encouraged to be actively involved in their child’s education at school.
Principal Agreement
The principal of CPES agrees to the following:
- Support and encourage a welcoming environment for students, families, and staff.
- Communicate the district and school mission and goals to students, families and staff.
- Maintain a positive and safe learning environment focused on our building mission.
- Maintain and encourage high standards of academic achievement and behavior.
- Communicate student and school achievement to students, staff, families, and the community.
- Be positive and believe all students will achieve.
Parent/Guardian Agreement
As a parent or guardian, I agree to:
- See that my child attends school regularly and on time.
- Call the school (360-412-4720) if my child will be absent. I will bring a doctor’s note after five consecutive absences.
- Find a time and a quiet place for my child to do homework and make sure that the work is done.
- Read to my child and/or listen to my child read to me (at least 20 minutes per day).
- Communicate with the teacher first if I have questions or concerns as soon as they come up.
- Attend parent/guardian/teacher conferences and participate, when appropriate, in the education of my child.
- Sign and return all papers that require a parent/guardian signature, including assignment sheets and progress reports.
- Support the Building-Wide Expectations and “PAWS Principles.”
- Believe my child can and will achieve.
Student Agreement
As a student, I agree to:
- Come to school regularly and on time.
- Come to school prepared with my homework and supplies.
- Read or have someone read to me on a regular basis (at least 20 minutes a day).
- Return signed forms.
- Be respectful of my classmates and the adults that help me learn.
- Ask for help and ask questions when I don't understand my school work.
- Get help when I can’t solve a problem with people at school.
- Complete all assignments on time.
- Know and follow the Building-Wide Expectations and “PAWS Principles.”
- Believe I can and will achieve.
Teacher Agreement
The teachers at CPES agree to the following:
- Build respectful relationships that value and encourage children to learn and grow.
- Teach the Grade Level Expectations in all subject areas.
- Vary teaching strategies, materials, and pace of instruction to ensure all students learn.
- Be available to answer student and parent/guardian concerns and questions about the curriculum.
- Provide a positive learning environment that nurtures the whole child, and builds academic knowledge and self-esteem.
- Respect cultural, racial, and ethnic differences.
- Provide ongoing feedback on student progress.
- Support the Building-Wide Expectations and “PAWS Principles.”
- Support all students in reaching success.
- Believe all students will achieve.
Title I Contacts at Chambers Prairie
Learning Support Teachers
Math
Meagan Schwen
mschwen@nthurston.k12.wa.us
ELA
Rebecca Devine
rdevine@nthurston.k12.wa.us
What is Title I?
Title I, Part A is a federally-funded program designed to help students who need extra support in school. Our school is eligible for this funding because over 44 percent of our students are from low-income families.
In this program model, all low-achieving students can receive Title I service as needed. Students are given extra support in reading or math to accelerate their learning, usually in small group settings. Educational goals are determined for each student and are evaluated frequently through formal and informal assessments. Parents are notified of student progress several times throughout the year. They are strongly encouraged to become involved in their child's education, both in and out of school.
Each Title I school creates an individual school improvement plan that brings together program work and additional support school-wide. The primary goal is to ensure all students, particularly those who are low achieving, demonstrate proficient and/or advanced levels using state achievement standards. School-wide programs utilize different models to achieve student success such as in-class supplemental instruction, before- and after-school support, separate outside-of-class instruction, summer instruction, and instructional specialist support. Family involvement is a major component to ensuring these programs are successful.
We are committed to continuous improvement, and our school improvement plan is a living document that is reviewed and modified semi-annually to assess how well the plan is working and to document outcomes.
Do you need more information?
- Tammy Alonzo, talonzo@nthurston.k12.wa.us, Program Administrator, 360-412-4400 x40240
- Teresa Price, tprice@nthurston.k12.wa.us, Office Professional, 360-412-4462
Teacher Qualification
Teacher Qualification Notice
In an effort to keep parents informed about the qualifications of a teacher, the Every Student Succeeds Act (ESSA) allows parents to inquire at school whether a teacher has met state qualifications and certification requirements for the grade level and subject taught. Families may request information about whether a teacher is under emergency or conditional certificate when state qualifications were waived, information about teacher undergraduate or graduate degrees, including graduate certificates, additional degrees, and major/area of concentration.
NTPS conducts annual audits of teacher assignments to assure that teachers are assigned to teach in areas where they meet Washington State certification/endorsement requirements. Sometimes, but very rarely, NTPS seeks a waiver to certification. When this does occur, it is typically for a teacher a few credits short of completion which they are actively working to complete. There are currently no teachers in our Title I schools providing student instruction under a state wavier.
Families can also inquire about paraprofessionals working with their child in reading, writing, or math. NTPS can provide confirmation that students receive help from a paraprofessional, their state qualifications/licensing requirements. All paraprofessionals that assist children in reading, writing, or math meet state qualifications.
Citizen Complaint Procedures
The complaint procedure is described fully in Chapter 392-168 WAC, Special Service Programs–Citizen Complain Procedure for Categorical Federal Programs. A citizen complaint is a written statement that alleges a violation of a federal rule, law, or regulation or state regulation that applies to a federal program.
- Anyone can file a citizen complaint.
- There is no special form.
- There is no need to know the law that governs a federal program to file a complaint.
Follow steps 1 and 2 to complete the citizen complaint process.
- File a Citizen Complaint with North Thurston Public Schools. Follow the process outlined in Policy 4312 and Procedure 4312P in NTPS policy governance.
- If you are unable to reach a satisfactory solution, file a Citizen Complaint through OSPI.