Title I Services

2025-2026 School-Parent Compact 

School’s Responsibility: Julian Newman Elementary School will: 

Parent’s Responsibility: We, as parents, will support out children’s learning in the following ways: 

Student’s Responsibility: We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, I will: 

Title I Parent and Family Engagement Plan 2025-2026

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, Julian Newman Elementary School: 

(1) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement.

Julian Newman Elementary School coordinates parental involvement among programs and all funding sources in the school. Every effort is made to ensure that this coordination of resources provides the best opportunities for all members of the parent community to fully participate in the education of children. The Title I teacher at JNES has learning games, flash cards, books, etc. that parents may check out. All materials are funded by Title I. JNES will also coordinate parental involvement opportunities where parents may participate in the education of the children.The Title I resource teacher works closely with classroom teachers to provide materials and/or activities to be used at home when requested. 

(2) Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. 

Julian Newman Elementary School will continue to work with its teachers through professional development, faculty meetings, and grade level meetings in understanding the importance of parental involvement. All parents are welcome in our school (or virtually) and the guidance counselor is available to meet the needs of their children. Each classroom teacher advocates for their students and is in contact with parents. The EL teacher communicates with students' parents in Spanish as well as communicates with teachers, in regards to their EL students. Take home folders, email, SeeSaw and SMORE newsletters encourage  communication between parents and the school throughout the year.

(3) Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.

Julian Newman Elementary School’s Title I program will provide resources within the school. The materials will include topics such as reading with your child, creating a home learning environment, and working as a partner with your child's teacher. SMORE newsletters are  shared with stakeholders by the Principal, along with SeeSaw and Facebook posts informing parents of events and information.

(4) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. 

Presently Julian Newman Elementary  serves 75 English Language Learners. Meetings with parents and teacher conferences are held virtually through Zoom or in person and surveys are used for feedback and ask questions. The community is coming into the school to volunteer.  The information shared with parents, meetings and other activities are communicated in English and Spanish so all that speak those languages will understand.

(5) Shall provide such other reasonable support for parental involvement activities as parents may request.   

Meetings and Parent/Teacher conferences are held virtually through Zoom or in person and surveys are offered for parents to feel connected and ask questions. 

2025-2026 Title I Schoolwide Diagnostic for ACIP

Component 1: Comprehensive Needs Assessment (Sec. 1114(b)(6))

1. How was the comprehensive needs assessment conducted?

Julian Newman Elementary School (JNES) began looking at data from the new IReady assessments which were administered in August/September of 2025. Once completed, data was collected and teachers were able to analyze the results of their students. Grade level specific Team Meetings were held and individual student needs were identified and discussed. In addition, another Team Meeting was held with teachers to highlight overall schoolwide data in relation to District and National norms, while also reviewing discipline and attendance records. Grade level and school wide focuses were discussed for school improvement and teachers brainstormed activities and strategies that aligned with the goals. Teachers will continue to review various forms of data and other pertinent information at Team Meetings and collaborative meetings in order to guide instruction and the overall achievement of individual students. Students that are considered “at risk” are referred to the Problem Solving Team (PST) for interventions. Students that scored below 10% on benchmark tests have additional screenings to determine if multisensory instruction would benefit the student. If that is the case, the student is placed on PST to track their progress. Parents were invited to virtually attend the annual Title 1 Parent Meeting to learn about the Title I program at JNES and the Title I budget. Parents are also involved in a meeting at the end of the year and will have the opportunity to review/revise our Continuous Improvement Plan (CIP), Parental Involvement Plan (PIP), and the School-Parent compact. Parents are involved with Field Day at the end of the school year, and they have the opportunity to review/ revise our Continuous Improvement Plan (CIP), Parental Involvement Plan (PIP), and the School-Parent compact. Parents are asked to send an email or sign up if interested in being on the Parental Involvement Committee.

2. What were the results of the comprehensive needs assessment? Currently, only 31.5% (131 of 416) of K–3 students are reading on or above grade level. By May 2026, our goal is to raise this to 65–70% (≈270–291 students), nearly doubling proficiency. Progress will be tracked quarterly through iReady, with growth driven by targeted interventions, small-group instruction, and consistent use of data to adjust teaching and supports. Currently, only 12.7% of K–3 students (53 out of 418) at JNES are performing on or above grade level in math according to iReady assessments. This baseline highlights the urgent need to strengthen foundational math instruction and provide targeted support for struggling learners.

3. What conclusions were drawn from the results? The I-Ready assessment data for Kindergarten through Third grade indicated a need for support for struggling students in both areas of math and reading. Explicit small group instruction will focus on College and Career Ready Standard (CCRS) activities through a multi-tiered approach. A focus on multi-sensory strategies in reading and phonics practice will be implemented through explicit instruction for students in kindergarten and first grade. Whole group and small group lesson planning is crucial for the success of students who are struggling in their areas of concern. Teachers will continue to unpack the College and Career Ready Standards (CCRS) and engage in dialogue with colleagues during their weekly collaborative time. This time is also focused on revising, reflecting, and/or building engaging units of study time is also focused on revising, reflecting, and/or building engaging units of study while identifying priority standards, learning targets, success criteria, and Project Based Units. Some key areas of focus for reading are Fluency practice- MyPath, Passages, Vocabulary/Academic Language, Rigorous Tasks aligned to Proficiency Scales, Learning Walks and supports in place for Tier 3. Math areas of focus are Fact Fluency practice- MyPath, Reflex, Number Talks- Numeracy Kits, Rigorous Tasks aligned to Proficiency Scales and Learning Walks.

4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data? Teachers Professional Learning Communities meet and use planning time to focus on revising, reflecting, and/or building engaging units of study while identifying priority standards, learning targets, success criteria, and Project Based Units. Some key areas of focus for reading are Fluency practice- MyPath, Passages, Vocabulary/ Academic Language, Rigorous Tasks aligned to Proficiency Scales, Learning Walks and supports in place for Tier 3. Math areas of focus are Fact Fluency practice- MyPath, Reflex, Number Talks- Numeracy Kits, Rigorous Tasks aligned to Proficiency Scales and Learning Walks. 5. How are the school goals connected to priority needs and the needs assessment? Julian Newman Elementary School administers the IReady Reading and Math assessment to students in kindergarten through third grade. The Reading test measures acquisition of early literacy and reading skills using one or more subtests. The Math test measures early numeracy, concepts and applications, fluency facts and number comparisons. IReady identifies children experiencing difficulty in acquisition of basic early literacy skills and math skills. The school's goals are determined by examining data from the assessments.

6. How do the goals portray a clear and detailed analysis of multiple types of data? The goals are portrayed from the data on IReady in both a diagnostic task and Literacy tasks. Math is scored from a diagnostic test. The school will utilize data from IReady in Reading and Math for referral to the Problem Solving Team (PST), to progress monitor students in the RTI process and for creating goals for the Continuous Improvement Plan. Students that fall below the 10% in Reading will be required to have a SRIP-Student Reading Improvement Plan, according to the AL Literacy Law. There are several key indicators in this data to determine the goals for this school year. The goals are specific to grade levels and the needs according to the data. By May 2026, JNES will implement a systematic data monitoring process in which grade-level PLCs and the leadership team review student achievement data at least quarterly, resulting in documented action steps and instructional adjustments.

7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? At Julian Newman there are several key indicators in the data to determine the goals for this school year. The goals are specific to grade levels and the needs according to the data. The goals are determined by IReady scores from last spring to the current fall scores. The students that score at the bottom 10% are brought before the Problem Solving Team and are discussed and evaluated to determine who needs additional intervention through tiered instruction. Individual goals are set to be measured for each student on PST. Students that are not officially on PST, yet are struggling, are also monitored with progress monitoring, formative assessments, report cards, and middle of the year IReady testing and taught through small group instruction. A Student Reading Improvement Plan is developed for students that are at risk and are below the 10% range in composite scores for reading.

Component 2: Schoolwide Reform Strategies (Sec. 1114 (7)(A)(i)(ii)(iii)(I)(II)(III)(IV)(V))

1. Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education. At JNES we aim to increase overall student achievement through explicit multitiered instruction and powerful tasks while empowering the whole child with the skills necessary for success. We offer tiered instruction with the EL teacher who addresses the individual and diverse needs of English-language learners in both academic and English- language acquisition. The Title I teacher also teaches explicit small group instruction based on the needs of our various groups. Some examples of lessons include but are not limited to multisensory strategies, phonics, foundational skills, fluency, comprehension, and/or writing. Students also visit the Stem Lab once a week for design and inquiry project based activities that are directly tied to their unit of study. Our goal is to also address the needs of the whole child and empower them with the characteristics and skills for success. We focus on the characteristics noted in the community's vision through Portrait of a Graduate. Teachers refer to the 6 C's (Character, Creativity, Communicator, Collaborator, Citizen, Critical Thinker) when building and reflecting on their units of study.

2. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include—  • counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas • preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools • implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.)  Students not meeting the challenging State academic standards may receive multitiered instruction to prevent students from becoming at-risk in academic areas. Our teachers intentionally plan for instruction in Tier 1, Tier 2, and Tier 3 in all grade levels. The Problem Solving Team (PST) keeps documentation of students performing below grade level. Each tier of instruction is addressed and monitored through PowerSchool, along with progress and specific goals. Students that are in need of behavioral interventions to address unwanted behaviors are also added to PST. A behavior plan and/or strategies are then proposed by the team, which may include support from the school counselor. All students at Julian Newman Elementary school, including those identified as Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless, have access to all services and programs available. Some of those services and programs may include free/reduced lunch, Title I services, ELL services, Special Education services, At Risk, and counseling services. JNES uses the Department of Human Resources, the Department of Mental Health, and various community resources to provide students with needed school supplies, food, clothing, and shelter. All homeless, migratory, and limited-English proficient Page 7 of 25Title 1 Schoolwide Diagnostic for ACIP: 2025-2026 - Title 1 Schoolwide Diagnostic for ACIP: 2025-2026_09162025_10:43 - Generated on 03/10/2026  Julian Newman Elementary School students have equal access to the same free appropriate public education provided to other children and youth, as well as, the opportunity to meet the same challenging state content and state student performance standards without being stigmatized or isolated. At our school, every child is assigned a House to be a member of with a group of teachers and students. Just as it is in the classroom, there is an intentional focus on social and emotional wellness within all House meetings.

3. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills Beyond the Regular School Day. Julian Newman Elementary School and local community agencies assist in providing opportunities for students to receive support beyond the school day. During the summer, Athens City Schools host a Summer School for students that are at risk. There are often local day and week camps connected to STEM, Art, and Robotics available for students. Community agencies such as the Boys and Girls Club assist in providing students instructional support and reinforcement. There is tutoring available at JNES before or after school for struggling students.

4. Describe procedures/strategies used to address academic challenges for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students. All students at Julian Newman Elementary school, including those identified as Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless, have access to all services and programs available. Some of those services and programs may include free/ reduced lunch, Title I services, ELL services, Special Education services, At Risk, and counseling services. JNES uses the Department of Human Resources, the Department of Mental Health, and various community resources to provide students with needed school supplies, food, clothing, and shelter. All homeless, migratory, and limited-English proficient students have equal access to the same free appropriate public education provided to other children and youth, as well as, the opportunity to meet the same challenging state content and state student performance standards without being stigmatized or isolated. Parents/guardians of each student receive an Agricultural Survey. The ALSDE Migrant Recruiter reviews to determine potential migrant families. Migrant students automatically qualify for free breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for additional testing if the survey indicated that a language other than English is used by the student or at the student's home. All eligible students are tested with the WIDA ACCESS Placement Test to determine the placement of a student and if the student is eligible to receive services through the EL program. Parents/guardians have the right to waive EL services. If the parent/guardians agree for the students to receive services, the EL committee convenes to determine appropriate services and placement for each individual student. The EL committee onsists of the EL teacher, parent/guardian of the students, the student's teacher, the counselor, an interpreter, and/or school administrator. A variety of services to all EL students is provided, such as content area tutoring, pull-out EL, pull-out for individual support and content-based EL. Parents are provided the opportunity to receive all updated and important school documents in English and Spanish. The EL committee reviews each student's progress annually. If the student scores proficient on the WIDA access test and is performing on grade level, the student becomes eligible to exit the EL program and will be monitored for two years to ensure success. Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced lunch during the school day. The 2025-2026 school year will offer breakfast and lunch to all students. JNES provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individual Education Plan (IEP) team develops the Individual Education Plan based on the results of the evaluations, the concerns of the parent, the academic, developmental, and functional needs of the child. To the maximum extent, appropriate special education students are educated with students that are not disabled. Special education classes will occur only when the nature or severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be successfully achieved. JNES ensures that children with disabilities have access to a variety of educational programs and services available to non-disabled children, including art, music, EL, and physical education. In addition, special education students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students. Students in need may qualify to receive food from the Full Tummy project. Community agencies provide bags of food for these children for the weekend. The school counselor is responsible for handing out the bags. We currently have 14 students who receive food from the Full Tummy Project. The school counselor also takes requests from parents and teachers forChristmas gifts for students. Many community groups and individuals sponsor some of our students by providing gifts. One example is "Shop With a Cop" where students are selected based on the need to shop with an Athens Police Officer. We currently have no students identified as Neglected/Delinquent. Habitual tardiness greatly affects a child's progress in school. The Homeless Liaison is responsible for identifying homeless students upon enrollment and providing them with support. The school uses the Alabama StateDepartment of Education and federal regulations and definitions to identify homeless students. JNES is contacted by the Department of the Human Resources, Social Services, LEA Attendance Officer, or parents to initialize the identification of homeless students. The counseling office and school administrator identify possible services. If further intervention is needed, the local school will contact the district office for possible funding or other needs. Homeless students have access to all services and programs available to the rest of the students, including free breakfast and lunch, Title I, EL, and At-Risk. JNES uses Title I and supplementary community resources to provide homeless students with necessary school supplies, clothes, and other items of necessity.

5. Describe how the school provides individual student academic achievement results and interpretation of the results to parents of English Learners in a language they can understand. The JNES EL teacher meets with the parents individually and/or family. She reviews the scores and explains the level of each language domain. She assists teachers with parent/teacher meetings, translating for parents, and going over all EL student's plans. The EL teacher is fluent in English and Spanish. She also attends any PST or Special Education meetings that pertain to her EL students.

6. What is the school's teacher turnover rate for this school year? This year there were some changes and additions in teaching positions as we moved into a new building with room to grow. Two new third grade teacher units were hired, three new Second grade teacher units were hired and one moved to the new Math coach position. One new Kindergarten teacher unit was added. We have three Preschool OSR classrooms with aids in each room.

7. What is the experience level of key teaching and learning personnel? 27% of the certified staff have taught for 1-9 years, 48.3 % have taught 10-2- years, and 24% of teachers have taught for 21 or more years. There are 69% of teachers that have received their Master's degree, and 6.9% are in school now to complete their Masters degree. 3.4% of the teachers have an EDS degree or higher.

8. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate (recruitment and retention strategies)? The Athens City Schools Portrait of a Graduate was developed through a local, robust process that engaged the education system and the wider community. This collective vision represents our community's aspirations for all students. It focuses on the whole child and describes the characteristics and skills that will empower students for success now and in the future. The Athens City Schools Portrait of a Graduate served as the North Star in the development of the district’s strategic plan, Mission 2030. These strategic goals, along with specific commitments are aligned with our district's vision, mission, and values, serve as the guiding framework for our transformative journey to ensure we achieve our mission of empowering all students for lifelong success in a rapidly changing world.There is also a new teacher mentoring program. All new teachers are paired with a veteran teacher and meet a minimum of 2.5 hours weekly.

9. Describe how data is used from academic assessments to determine professional development. At Julian Newman Elementary School, teachers have access to real time data in order to guide instruction. Over the past two years, fluency data from IReady has been an area of focus for reading and math. Due to the trend in data, our district and school decided to purchase a phonics curriculum with a multisensory approach that would be used to teach and reinforce foundational skills. In the past three years teachers in kindergarten through third grade continued and finished LETRS certification training. Our school implements a school wide Phonics program to help strengthen our young readers. Students receive explicit multi-tiered instruction in phonics grades K-3. Teachers collaborate weekly to revise and reflect on the units of study taught and have an intentional focus on designing powerful tasks, according to the work from John Antonetti. Envision Mathematics is a math program grades K-3 will teach and assess for mastery of math standards along with AMSTI math. A Harcourt Reading series is used for reading instruction.

10. Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel to improve instruction. All Athens City Schools teachers, including Julian Newman Elementary School, were offered Professional Development specific to working on proficiency scales before school started. Throughout the school year, there are Professional Development days incorporated throughout each semester. Athens City Schools invest in the work of their teachers and provide the time needed to plan and prepare. The District Plan can be found on our website https://sites.google.com/acs- k12.org/ acsplt/acs-professional-learning.

11. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given support from an assigned master teacher. New and veteran teachers collaborate together to develop engaging units of study in reading and math during weekly collaborative meetings. We currently have a Reading and Math Instructional Partner who also works alongside teachers in the Coaching Cycle. This cycle supports teachers in planning, modeling, and reflecting on lessons and practices that best meet the needs of the students. As per the State Department of Education, first year teachers will be paired with a mentor through the school year. The mentor and mentee meet on a regular basis for 2.5 hours a week and document learning opportunities.

12. Describe how all professional development is “sustained and ongoing.” The Athens City School District embraces the OneAthens vision of a community connected by education. The professional development focus for all schools focuses on instructional improvement. The PD at the local level directly ties into the vision and is sustained and ongoing. Each month the Instructional Partners and administration lead the staff in Professional Development opportunities that intend to increase the knowledge and growth of the teacher.

13. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For example, preschool preparation for Kindergarten and/or eighth grade transition to high school and/or high school to college/work force. The Office of School Readiness (OSR) First Class Pre-school provides the proper instruction and implementation of routines to help students transition into Kindergarten the following school year. Before school begins in August, JNES hosts Kindergarten Camp for incoming kindergarteners. Students come for three days. Students build rapport with the teachers and become comfortable within the school building. Throughout the school year, all students are assigned a House to be a member of with a group of teachers and students. Meetings are held and students have the opportunity to build relationships with a teacher in the grade level for the following year. At the end of the school year, third grade students take a field trip to Athens Intermediate School for a tour in order to prepare them for their new school for the fall.

14. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to address challenges for each group of individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women), displaced homemakers, and individuals with limited English proficiency.  (N/A for Elementary Schools) N/A

Component 3: Evaluation (How does the school evaluate the implementation of the schoolwide program?)

1. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement? At the end of the 2024-2025 school year IReady and and ACAP were administered. These scores are discussed at End of the Year Team meetings. In the fall of 2025 Julian Newman Elementary school teachers administered benchmark assessments to students in kindergarten through third grade in math and reading from IReady to receive student baseline data. This assessment will be given a total of 3 times throughout the school year (beginning, middle and end) to determine various learning gaps and to guide instruction. Various formative and summative assessments based on CCRS standards are also used to make instructional decisions that would benefit the student. Educators will prioritize standards and utilize proficiency scales to determine level of mastery for students. If a student is experiencing difficulty in behavior or an academic area, the student is referred to the Problem Solving Team (PST) for possible interventions and strategies to assist in the success of the student. Parents are made aware of instructional and behavioral concerns through conferences, feedback on work samples, and/or phone calls.

2. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards? Students are frequently monitored for academic success through formative and summative assessments. Formative assessments include exit tickets, Seesaw posts, observations as well as a variety of other teacher made verbal and written assessments. Summative assessments include benchmark and unit assessments in both areas reading and math. Standards Based report cards are sent home for students in all grades so parents receive specific feedback based on grade level standards. Progress monitoring is completed frequently and student data is used to determine students who may benefit from additional support. Teachers provide multi-tiered instruction in their classrooms and if additional support is needed, teachers refer students to the PST. The students referred to PST that need extra support are given Tier III instruction by the Title I or EL teacher. Every 4-6 weeks the PST meets to determine the level of support needed and discuss goals for the students. The Title I resource teacher serves these students in small groups. Students that are needing multi-sensory instruction are grouped by levels and taught by the Title I teacher. Educators will prioritize standards and utilize proficiency scales to determine level of mastery for students.

3. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program? The PST meetings every 4-6 weeks are systematic and discuss the improvement of students. If a student is not making improvements and there is a concern for an evaluation, then more meetings occur to decide if this student has more of a learning interference. Students may be referred for Special Education testing. If a student is below the 10% in reading according to benchmark assessments a SRIP is in place for Reading.

Component 4: Coordination and Integration of Federal, State and Local Programs and Resources (Sec. 1114(b)(V)(B))

NOTE: Not all schools receive all of the funding sources mentioned.

1. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. The budget section details how all the programs and resources are coordinated. Some teachers are paid with a percentage of Title I funds along with supplies and materials. Parent and Family engagement funds are spent with student improvement as the focus.

2. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d). The Title I teacher instructs Tier III small group instruction to struggling students that have been accepted by the PST. The EL teacher provides language action in several small groups of students in grades K-3 and monitors the progress of students who have exited the program. The Special Education teacher provides Tier III instruction to those who have qualified in grades K-3.

ACIP Assurances

Instructions: By responding to the questions attaching evidence where required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances.

1. The school’s ACIP is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school. (Sec. 1114, (b) (2)) 

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2. The institution has a Parent and Family Engagement policy and plan as required in ESSA Section 1116, and ensures that all requirements in Section 1116 and 1112(e)(1)(A) (i)-(ii), Parents' Right-to-Know, are implemented systematically. YES

3. The institution has a School-Parent Compact. If a Title I school, the School-Parent Compact contains the required components (ESSA Section 1116 (d) and was jointly developed with parents of participating students. YES

Parent and Family Engagement

1. Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I requirements, including the 1% parent and family engagement set-aside, and the rights of parents involved. (Sec. 1116(c) (1)) The annual meeting was recorded by the Title I teacher and sent to parents via S'More by the principal and sent via SeeSaw by each teacher. The meeting's purpose was to inform parents of the following: What does it mean to be a Title 1 school?What is the 1% Set-Aside for parental involvement? What is the LEA Title 1 Plan? What is the LEA Parental Involvement Plan? What is a CIP? What is the SchoolParent Compact? How do I request the qualifications of my child's teacher? How will I be notified if my child is taught by a teacher who is not HQ? How is the Annual Evaluation of the Parental Involvement Plan conducted?

2a. Describe how there will be a flexible number and format of parent meetings offered, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement. JNES offered the Annual Parent meeting virtually this year due to the amount of working parents that have difficulty coming to the school in the morning for a meeting. Two parents serve on the Title I committee and are involved in the planning, reviewing, and improvement goals and budget. As clearly stated in the parent meeting, parental involvement and input is encouraged and any feedback from surveys is used to re-evaluate the current process and plan. Currently a portion of the parental involvement funds are being used to fund resources that are readily available for student/parent check out throughout the school year.

2b. Describe how parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the opportunity for involvement in decision-making). All parents have a right to be involved in Title I decision making. The virtual Annual Meeting allowed for parents to email any questions and to volunteer to be on the review and planning committee for the ACIP. A group of parents were involved in an Advisory Council Meeting led by the District Federal Programs Coordinator. Two parents from our school were appointed to the council.

2c. Describe how funds allocated for parent involvement are being used in the school. (Sec. 1116(c)(2)(3)). At the annual meeting of parents at the beginning of the 2025 school year, Julian Newman Elementary School presented information about the Title 1 programs, the curriculum, and the forms of academic assessment used. The teachers had a beginning of the year meeting for parents to learn about the following subjects taught: reading, math, language, science, social studies, physical education, art, music, and technology. They also learn about how to schedule parent-teacher conferences and how they can participate in decisions related to the education of their students whose parents speak Spanish. An interpreter is provided at the school to communicate with these parents. In addition, documents will be provided, to the extent practicable, in Spanish. Julian Newman Elementary School revised its school-parent compact in July 2025 at the request of the CIP committee and Federal Programs Coordinator. It was developed through a coordination effort by school staff members and the Parent Advisory Committee. Currently, all parents are given a copy of the compact at the beginning of the year. It is explained to parents and they are asked to sign their commitment to working in a partnership with the school and his/her classroom for the use during parent-teacher and/or students-teacher conferences. The School Parent Compact will be reviewed and revised at the annual End of the Year Parent Meeting. Parents will be given the opportunity to voice comments or concerns regarding the compact. Multiple efforts to have parents sign the compact were attempted to those that did not return, even virtually. The school uses Parent Involvement funds to purchase Parent Communicator folders or binders that go to and from school each day with students. This encourages communication between teachers and families.

3. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children. (Sec. 1116(c)(4)(A)(B)(C)) Julian Newman Elementary School revised its school-parent compact in July 2025 at the request of the CIP committee and Federal Programs Coordinator. It was developed through a coordination effort by school staff members and the Parent Advisory Committee. Currently, all parents are given a copy of the compact at the beginning of the year. It is explained to parents and they are asked to sign their commitment to working in a partnership with the school and his/her classroom for the use during parent-teacher and/or students-teacher conferences. The School Parent Compact will be reviewed and revised at the annual End of the Year Parent Meeting. Parents will be given the opportunity to voice comments or concerns regarding the compact. Multiple efforts to have parents sign the compact were attempted to those that did not return, even virtually.

4. Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School- Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated). (Sec. 1116(d)) Julian Newman Elementary School revised its school-parent compact in July 2025 at the request of the CIP committee and Federal Programs Coordinator. It was developed through a coordination effort by school staff members and the Parent Advisory Committee. Currently, all parents are given a copy of the compact at the beginning of the year. It is explained to parents and they are asked to sign their commitment to working in a partnership with the school and his/her classroom for the use during parent-teacher and/or students-teacher conferences. The School Parent Compact will be reviewed and revised at the annual End of the Year Parent Meeting. Parents will be given the opportunity to voice comments or concerns regarding the compact. Multiple efforts to have parents sign the compact were attempted to those that did not return, even virtually. The school uses Parent Involvement funds to purchase Parent Communicator folders or binders that go to and from school each day with students. This encourages communication between teachers and families.

5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan. (Sec. 1116(c)(5)) The School Parent Compact will be reviewed and revised at the annual End of the Year Parent Meeting. Parents will be given the opportunity to voice comments or concerns regarding the compact. Multiple efforts to have parents sign the compact were attempted to those that did not return, even virtually. There is a questions tab for parents to voice concerns and questions anonymously or with their names. Julian Newman Elementary School will conduct an annual evaluation of the content and effectiveness of the parental involvement plan and improve the quality of the continuous improvement plan. The District Advisory Committee reviews, evaluates, and revises the Parental Involvement Plan annually. There are parents on the committee who represent all of the parents in the district. During the review process, all parents are notified of the review through notices sent home or email. The notices make parents aware that the plan is under review. A copy of the plan is available in the library and parents have the right to give input regarding revising the plan. The notices also state that after the plan is finalized and approved, if a parent finds the plan to be unsatisfactory, they have the right to submit their concerns to the central office. The central office will then submit their concerns to the State Department of Education at the same time that the Parent Involvement Plan is being submitted.

6a. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See ESSA Sec. 1116, requirements for building capacity and parental and family engagement).  To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school:Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement Julian Newman Elementary School coordinates parental involvement among programs and all funding sources in the school. Every effort is made to ensure that this coordination of resources provides the best opportunities for all members of the parent community to fully participate in the education of children. JNES has a parent resource room, learning games, flash cards and books that parents and students may check out anytime between the hours of 8:00 a.m. and 3:00p.m. All materials will be funded by Title 1 resources. JNES will also coordinate parental involvement opportunities where parents may participate in the education of the children.

6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See ESSA Sec. 1116, requirements for building capacity and parental and family engagement).  To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school Julian Newman Elementary School will continue to work with its teachers through professional development, faculty meetings, and grade level meetings in understanding the importance of parental involvement. All parents are welcome in our school(now virtually and/or in person) and the guidance counselor is available to meet the needs of their children. Each student is assigned an advocate in their House that can be at the school to be in contact with parents if needed. The EL teacher communicates often with her students' parents. Take home folders, email, SeeSaw and S'more all encourage communication between parents and school.

6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See ESSA Sec. 1116, requirements for building capacity and parental and family engagement).  To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. Julian Newman Elementary School will provide a Resource Room within the school. Visitors are allowed in the building if needed, so materials are available to be sent home with students if needed. These materials will include topics such as reading with your child, creating a home learning environment, and working as a partner with your child's teacher. Technology devices and CD players can also be provided for home use. SMORE newsletter is shared with stakeholders by the principal each week along with Facebook posts to inform parents of events and information

6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See ESSA Sec. 1116, requirements for building capacity and parental and family engagement).  To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. Meetings are held virtually with zoom calls or in person and questionnaires offered for parents to feel connected and ask questions. The community will be doing classroom zoom calls or coming into the school to volunteer. Parent/Teacher conferences will be offered on Zoom, phone or in person. The information shared with parents, meetings and other activities will be communicated in English and Spanish so all that speak those languages will understand.

6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children. (See ESSA Sec. 1116, requirements for building capacity and parental and family engagement). To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall provide such other reasonable support for parental involvement activities as parents may request. To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall provide such other reasonable support for parental involvement activities as parents may request. Parents are invited in the building or on Zoom calls. Meetings that are held virtually with zoom calls and questionnaires offered for parents to feel connected and ask questions. Our community partners in education come into the school to volunteer at various times of the year. Parent/Teacher conferences will be offered on Zoom as well.

7. Describe how the school will ensure the provision for participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language such parents understand. (See ESSA Sec. 1117(f)) Julian Newman Elementary School will make every effort to meet parents' requests concerning involvement in children's education. A parent survey will be sent out annually that will allow parents to express concerns and suggestions as to how we may improve our parental involvement activities. JNES will review all components and will implement changes when feasible. Seesaw will be an active sharing vessel for parents and families to participate in their child's learning. The EL teacher is Spanish speaking and will help communicate with those families that need her assistance.

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