Title I is a federally funded education program. It’s goal is to provide supplemental instruction to qualifying students in specific academic areas. At Sam Placentino Elementary School, our Title I program focuses on helping our students improve their literacy skills as they grow into proficient readers and writers. 

There are two models for Title I schools: School-Wide and Targeted Assistance. In Holliston, we facilitate a Targeted Assistance Title I program in which students are identified to receive Title I services based upon their level of academic need. Screeners (short assessments that target specific skills) and other assessments are used frequently throughout the school year to monitor student progress. These assessments may be administered by a Title I literacy tutor, the literacy specialist, or a classroom teacher. 

Students in Title I participate in small group supplemental instruction with a qualified literacy tutor or interventionist to target specific literacy learning needs. The literacy instruction that occurs in a small group setting is intended to supplement targeted instruction provided by the classroom teacher in the classroom setting. As a result, classroom teachers, literacy tutors, and the literacy specialist regularly collaborate to ensure a unified approach to literacy instruction.

School administrators and Title I program coordinators involve families of Title I students in the planning, implementation, and evaluation of our Title I Targeted Assistance literacy program to ensure children receive the support needed at home and at school. Students in the Title I program may bring home books they have read in school. Families are encouraged to read these take-home texts with their children as a means for celebrating small successes.

Please contact the Placentino School office if you have any questions. (508) 429-0647

Sam Placentino Elementary School
Holliston, MA

All schools receiving Title I funds consult with families of children participating in Title I programs regarding the design and implementation of those programs annually.  Parents/Guardians will be provided opportunities to participate in the program planning process and family engagement activities throughout the year.  

Families as Partners

The goal of Title I family engagement is to build effective partnerships with the school community to support student academic achievement.  To ensure that this goal is met each year, the Title I program is committed to working in partnership with families in the following ways:

1. Families are involved in the planning, review, and improvement of the school’s Title I Family Engagement Guidelines and Home-School Compact.

2. Families are involved in the planning, review and improvement of the school’s Title I program. An informational meeting will be held each fall, and a survey will be emailed each spring. Feedback provided will be used to revise future programming.

3. Families receive timely information about the Title I program.

4. Meetings (virtual at this time) are held to inform families of the school’s participation in the Title I program and provide opportunities for parents/guardians to ask questions. Parent/guardian meetings are held at different times during the day.

5. The school provides families with opportunities for regular meetings (virtual at this time) to formulate suggestions and to participate in decisions relating to the education of their children. Meetings (virtual at this time) may be requested by parents/guardians at any time.

6. The parents/guardians of participating children receive a description and explanation of the curriculum in use at the school, the forms of academic assessments used to measure student progress, and the proficiency levels students are expected to meet. Information may be disseminated during presentations, via newsletter or email, or on the school website.

7. The school will provide assistance to parents of participating children in understanding Massachusetts Curriculum Frameworks, state achievement standards, local academic assessments, Title I requirements, and how a child’s progress is monitored. Information may be disseminated during presentations (virtual at this time), via newsletter or email, or on the school website.

8. A Home-School Compact is jointly developed with families, which outlines how the entire school community shares in the responsibility for improved student achievement.

9. The school provides materials and information to help families to work with their children to improve their children’s achievement. In some cases, materials are provided during a teacher- or principal-led workshop (virtual at this time).

10. Educators are strongly encouraged to establish open two-way communication with families.

Opportunities for Involvement

Parents and guardians are encouraged to become involved in their child’s education in a number of ways. The home-school partnership opportunities described above may be accomplished through a variety of venues available to families and students, including, but not limited to:

Communication

• family surveys

• letters, newsletters, or emails from the principal or classroom teachers

• school website

• contact information: e-mail and/or telephone

• parent-teacher conferences (virtual at this time)

• scheduled meetings with teacher or principal per parent/guardian request (virtual at this time)

• report cards, progress reports, and telephone calls home

Materials and Information

• Title I Home-School Compact and Parent Involvement Procedures

• curriculum information on our school website 

• report cards, progress reports, and assessment information

• meeting agendas (virtual at this time) and handouts

• Student-Family Handbook

• resources for families on parenting and education (distributed as flyers)

Meetings and/or Groups

• Title I family meetings (program overview, program evaluation, special workshops for families such as homework help and understanding assessments)-virtual at this time

• Title I Family Events (interactive curriculum nights)-virtual at this time 

• School Council during which the School Improvement Plan is reviewed

• HPTO, HEF, and SEPAC

• curriculum night, open house, or other school events such as Book Fair or Family Nights (virtual at this time)

• parent-teacher conferences or meetings with teachers by request (virtual at this time)

• volunteering in classrooms (when school regulations and safety measures permit)

 

This document is distributed to all parents of students receiving Title I services and is available on the school website.

 It is the policy of the Holliston Public Schools not to discriminate on the basis of race, sex, gender identity, religion, national origin, color, homelessness, sexual orientation, age or disability in its educational programs, services, activities, or employment practices.

Sam Placentino Elementary School
Holliston, MA

Introduction and Purpose

The staff and families of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESES) agree that this compact outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which the school and parents/guardians will develop a partnership that will help all children achieve Massachusetts’s high standards.

The School Community’s Commitment

As an educational community, the school will provide a creative and lively environment in which all students can strive toward their highest academic goals. All children will have equal access to learning opportunities with teachers providing a differentiated instructional approach that challenges students at all levels. We are committed to increasing student responsibility for learning and student independence within a safe and supportive environment. Our students will participate in all aspects of school life as a way to build a strong and vital school culture. We embrace our school system’s goal of ambitious learning for all. 

The School’s Role

As educators, we strive to provide high quality curriculum and instruction in a supportive and effective learning environment that will enable success for every student and will carry out these responsibilities:

1. Respect the student, their family, and the culture of the school. 

2. Provide an environment that is conducive to learning.

3. Ensure that every child has access to quality learning experiences appropriate to his/her development.

4. Acknowledge that families are vital to the success of this school and its students.

5. Communicate expectations for performance and student progress to both students and families.

6. When school regulations and safety measures permit, provide opportunities for families to volunteer and participate in their child’s class and observe classroom activities.

The Family’s Role

As a parent/guardian, I recognize the importance of working cooperatively with the school. I understand that my participation in my child’s education will help their achievement and attitude toward learning. I strive to carry out the following responsibilities to the best of my ability:

1. Encourage my child to demonstrate respect for themself and all members of the school community.

2. Send my child to school ready to learn.

3. Participate in decisions relating to the education of my child and maintain open and positive communications with the school.

4. Build a positive relationship with the school community and discuss any concerns.

The Student’s Role

As a student, I recognize that my education is important. I know that I am responsible for doing my part in learning. Therefore, I strive to carry out the following responsibilities to the best of my ability:

1. Respect myself, other students, and my school.

2. Develop a positive attitude about school. I believe that I can and will learn.

3. Take my learning seriously by arriving at school ready to learn. 

4. Complete my school work to the best of my ability, share my talents, questions, and ideas with others, and ask for help when needed.

Shared Responsibilities for Successful Student Learning

• I acknowledge that I have read this Title I Home-School Compact and talked about it with my child.

 

___________________________________ _________________

Signature of Parent/Guardian         Date

 

Download PDF:  Holliston Home School Compact

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DESE School Report Card