Grenada Elementary School receives Title 1 funding and operates as a schoolwide program.

The Title I Program is a federally funded program designed to provide qualified students with extra help in the basic skills of reading, language, and math.

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 on State academic achievement standards.

In general, a Title I school may operate as a schoolwide program only if a minimum of 40 percent of the students in the school, or residing in the attendance area served by the school, are from low-income families. [Section 1114(a)(1) of Title I of ESEA].

Whereas Title I targeted assistance programs only provide educational services to identified individual students, schoolwide programs allow staff in schools with high concentrations of students from low-income families  to redesign their entire educational program to serve all students. The emphasis in schoolwide program schools is on 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. Adopting this strategy should result in an ongoing, comprehensive plan for school improvement that is owned by the entire school community and tailored to its unique needs. Refer to the California Department of Education: Schoolwide Program for more information.

GES Academic & Behavior Flow Charts

PBIS provides school sites with an organizational framework for improving the social climate of a school and supporting the impact of academic instruction on achievement as well as increasing proactive management. PBIS is a school-wide approach to supporting student learning.

In general, PBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

GES using PBIS have many different activities and supports in place to reinforce a positive learning climate and culture. Some of the things that might be seen on campus include:

• School-wide implementation day in the fall. The day is filled with direct teaching of school-wide expectations. This activity sets the expectations for all students and staff and establishes the learning climate.

• School-wide reinforcement systems are in place to acknowledge students and staff who are displaying the expectations.

• Visual prompts are seen around campus to remind everyone of the expectations.

• Classrooms post and discuss expectations.

• Programs are in place to support an expectation of no bullying. Interventions for students who feel bullied are in place to ensure they have a safe environment.

• Mentoring programs exist to provide additional support to students who are at risk.

• Activities are structured in to the year to reinforce the expectations of respect and responsibility.

PBIS provides a format to allow the school to support all students. Each site follows the basic principles of PBIS but adapts it to the specific site. Extensive information is also available on pbis.org.

Response to instruction and  intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI2, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities.

The Student Success Team is a positive school-wide early identification and early intervention process. Working as a team, the student, parent, teachers and school administrator identify the student's strengths and assets upon which an improvement plan can be designed. Concerns are seen as obstacles to student success and not descriptors of the student or his character. The SST intervenes with school and community support and a practical improvement plan that all team members agree to follow. Follow-up meetings are planned to provide a continuous casework management strategy to maximize the student's achievement and school experience. Amy Evans, the RST, coordinates the SST meeting. Contact him for more information or to discuss setting up a meeting.