Title 1

West Hardin Middle

Ten Components of a School-Wide Program


1.      A comprehensive needs assessment

o   The entire staff conducted a data analysis on the 2014-15 KPREP data during a professional development session and are currently focusing on revising the CSIP to reflect this analysis.

o   Math

o   Reading

o   Writing


2.      School-wide reform strategies

o   The staff is utilizing the MAP assessment program to determine individual students’ instructional needs as well as total classroom implications.  ESS services will be provided for students identified as needing additional assistance.

o   Teachers will also implement LDC modules/mini lessons in order to incorporate reading/writing across all content areas. This common assessment, its rubric and terminology should uniform our writing instruction.


3.      Instruction by highly qualified teachers

o   All teachers meet the NCLB mandate for highly qualified teachers.


4.      High-quality and ongoing professional development for teachers, principals, and paraprofessionals

o   Grade level teams use PLCs to analyze test scores, student work and develop cross curricular connections.

o   Many teachers have or are currently undergoing John Antonetti engagement training and/or LDC/MDC training.


5.      Strategies to attract high quality qualified highly teachers to high-need schools

o   (District)

o   The principal and staff members interview prospective staff members.


6.      Strategies to increase parental involvement

o   Parent involvement at WHMS has been very successful, as the focus has changed from talking to parents to parent involvement activities that are interactive with the entire family.

o   An activity, which brings the parents and children together as they share learning experiences, is held each quarter.  Parents learn about what is happening in the child’s classroom and have opportunities to meet school staff in a non-threatening situation.

o   Family Resource Center Coordinator has assisted Title I in parent involvement programs.

o   A Title I school advisory council composed of parents provides input as to activities to involve parents, the parent involvement policy and the parent compact.


7.      Plans for assisting preschool children in the transition from early childhood programs.



8.      Measure to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instruction program

o   The MAP assessment is given to students in grades 6-8 at least twice yearly in reading and math.  Classroom teachers use the information to make decisions concerning the curriculum and individual student’s progress.

o   A data analysis is done on KPREP results.  This analysis involves all teachers during a professional development session.

o   Teachers utilize teacher-made tests and test from the adopted series to evaluate individual student’s progress.


9.      Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance which shall include measures to ensure that student’s difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

o   Utilizing the assessment information and teacher observations students are provided timely additional assistance through KSI/RTI, Special Education services, or Extended School Services assistance.

o   The Family Resource Center also provides additional assistance by assisting families in meeting specific needs to improve children’s needs outside the academic area. 


10. Coordination and integration of federal, state, and local services and programs

o   The Title I and Family Resource Center (state programs) work together in parent involvement activities.

o   ESS program may work with students identified as special needs (IDEA).

o   ESL (Title III) instructional assistant works with identified students.

o   The Title I Coordinator works with GT teacher to identify gifted students in the arts.


Parent Involvement Policy

The legal definition of a “parent” is a parent, stepparent, or foster parent of a student or a person who has legal custody of a student pursuant to a court order and with whom the student resides. 

For the purposes of this policy we will use the term “parent” to encompass all diverse family situations.

We realize that the parent is the child’s first and most important teacher, and that the parent’s continued involvement is essential for the success of the child.  Therefore, West Hardin Middle School is committed to building a strong parent-school partnership.  To support the parent-school partnership, the following policies were designed with meaningful consultation from parents.

Our students’ parents, families, extended families, students themselves, as well as our local community are all considered partners who share responsibilities for high student academic achievement.  Following are the responsibilities for the school, the parents, and the students:

I.     At the beginning of each school year, a school parent compact, developed through parent and staff input, will be distributed asking parents and students to commit to a partnership with the school.

II.    An annual parent meeting will be held at which parents of all students will be invited.  The contents of the annual meeting will consist of information pertaining to the school-wide program and activities provided with Title I funds.  This meeting will also serve as part of the comprehensive range of opportunities for parents to become informed, in a timely way, about how the program will be designed, operated, and evaluated, allowing opportunities for parental participation, so that parents and educators can work together to achieve the program’s objectives.  A school advisory council, consisting of at least three parents and a Title I staff member will work with all programs in the school to implement the Title I program within the total school program.

III.   Parent involvement activities will be provided.  The purpose and content of parent involvement activities will be:

      To make parents aware of the importance of parental involvement requirements, other relevant provisions of the program and to receive input from the parents concerning the manner in which the school and parents can work together to achieve the program’s objectives;

      To provide accessibility for parents to teachers, Title I staff and other educational personnel;

      To provide information regarding the school curriculum and to welcome parents to observe the total school program;

      To provide opportunities for parent-teacher conferences to discuss the student’s progress, placement, and methods the parent can use to complement the child’s instruction;

      To discuss ways the school staff can best provide information, programs, and activities in effective language and format that is understandable by all participants;

      To provide support to parents through training and services;

      To provide information concerning the state mandated accountability testing process;

      To provide information on the processes and research-based strategies utilized by West Hardin teachers.

IV.   Appropriate training will be provided at school to all staff members to increase the effectiveness of the partnership between home and school.  The training will be in the form of workshops, professional development sessions, conferences, and or faculty meetings.

V.    The staff of West Hardin will coordinate parent activities with other groups such as Extended School, Family Resource Center, and Math/Reading Intervention Programs.

      Sharing clear information about each student’s progress with parents

      Offering practical suggestions to parents on how they can support student learning at home

      Facilitating the involvement of our parents with limited English proficiency, parents with disabilities, and parents of migratory children.

      Seeking and supporting adult volunteers to work with and inspire our students, as well as making every effort when legally appropriate to accommodate the involvement of adults other than parents who are already involved in a student’s life. 

      We will honor these commitments through a school-parent compact.  During an annual meeting with parents, we will review the compact with parents, ask for input and then revise, if necessary, the compact.

VI.   Parents will be provided with ongoing communication through quarterly progress reports.

VII. At the end of each school year, the Title I staff will meet with the parents of the School Advisory Council to assess and discuss the effectiveness of the parent involvement program and to discuss how the next year’s program will be designed, operated, and evaluated.  In addition, parents will complete a survey at the end of each year to provide input into the program.

VIII.                Parents will be provided with frequent reports on their child’s progress.  Specifically we will provide formal reports every nine weeks.

IX.   Parents will be provided reasonable access to staff.  The email addresses and telephone extensions of their child’s teachers will be provided to parents to promote communication.  Staff will always be available to parents by appointment for face-to-face conferences.

X.    Provide parents opportunities including but not limited to:

      Observing their child’s classroom activities.


      Assisting with classroom activities that require more than one adult.

      Preparing materials, mailings, refreshments, and other items needed for family and community involvement.

      Serving on one of our decision-making committees.

      Volunteering along with other concerned members of our community in other areas as needed.

XI.   Ensure that all adult volunteers working in our school and with our students are subject to board policy and state law regarding criminal record checks, as applicable.


School-Family Compact

The staff at West Hardin feels that a partnership between the school and home is essential in providing the best education for each of our students.  In an effort to strengthen this partnership, a school-family compact has been developed with input from parents and teachers.  As our staff commits to the compact, we are asking each child, along with his or her parent/guardian to commit to this partnership as well.  Below is the compact, signed by our principal, Title 1 coordinator, and your child’s first period teacher.  We ask that you and your child sign and commit to the parent and student portion of the compact.

As teachers and staff members of West Hardin, we commit to:

  • Encouraging all children;
  • Encouraging parents by communicating regularly about progress and activities;
  • Responding to all parent contacts within one business day;
  • Holding parent-teacher conferences during which this compact will be discussed as it relates to the individual student’s achievement.  Opportunities (where appropriate) will be provided for the student to participate actively in sharing information on his or her progress with his or her parents during these conferences;
  • Providing high quality instruction in a non-threatening environment that enables the students to meet Kentucky’s academic standards;
  • Providing necessary assistance with homework to parents;
  • Providing parents reasonable access to staff.  The e-mail addresses and telephone extensions of their child’s teachers will be provided to parents to promote communication.  Staff will always be available to parents by appointment for face-to-face conferences;
  • Providing a safe and welcoming environment;
  • Believing that all children can learn;
  • Working with parents to form a partnership for the success of the child;
  • Communicating clearly academic and behavioral expectations;
  • Challenging children as individuals and working to ensure each child develops to his/her potential; 
  • Creating an atmosphere of respect within the school;
  • Supporting an active Parent Teacher Association or Organization;
  • Providing parents opportunities including but not limited to:

1. Observing their child’s classroom activities.

2. Tutoring.

3. Assisting with classroom activities that require more than one adult.

4. Preparing materials, mailings, refreshments, and other items needed for family and community involvement.

5. Serving on one of our decision-making committees.

6. Volunteering along with other concerned members of our community in other areas as needed.

  • Ensuring that all adult volunteers working in our school and with our students are subject to board policy and state law regarding criminal record checks, as applicable.
  • The Family Resource Center will share responsibility for student achievement by:

1. Surveying families at least once a year to learn what services and activities would most help them support their children as learners.

2. Offering a well-planned, well-publicized menu of activities and programs to meet those needs.


__________________________                                                           ___________________________

Principal’s Signature                                                                       Classroom Teacher’s Signature



Title 1 Coordinator’s Signature.


As parents, we commit to:

  • Encouraging our children;
  • Seeing that our children attend school regularly and are on time;
  • Supporting our children in assignments;
  • Supporting and showing interest in our children’s school activities;
  • Assisting our children with time management practices;
  • Keeping communication open with teachers and the school;
  • Reading with our children daily;
  • Reviewing homework and activities daily;
  • Creating an atmosphere at home that fosters respect for school and the staff and students at the school;
  • Providing our children with a healthy, safe, and nurturing home environment;
  • Working with the school staff to form a partnership for the success of our children; and
  • To the extent possible, volunteering, serving on the school council or committee, attending School-Based  Decision Making Council meetings, and comment on draft policies and plans as they are made available.

As a student, I commit to:

  • Believing that I can learn;
  • Showing respect for myself, my school, and other people;
  • Always trying to do my best in my work and behavior;
  • Working cooperatively with students and staff;
  • Coming to school prepared with my homework and supplies;
  • Completing and turning in all assigned homework;
  • Attending school as regularly as possible;
  • Giving parents or the adult who is responsible for me, all notices and information received from the school.



Parent/Guardian’s Signature(s)



Student’s Signature