2026-27 Title I Annual Notification

Fairmount Elementary participates in the Title 1, Part A Program. Its goal is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards. As a Title 1 school, we qualify for federal grant money which we use for additional staffing, parent involvement, and staff development opportunities to help us meet that goal.

This update is intended to provide you with important information about this law and your child’s education. You have the right to request regular meetings and/or information about Title 1 at Fairmount. Please contact the principal if you would like more information.

Dear Families,

In compliance with the requirements of the Every Student Succeeds Act (ESSA) the Mukilteo School District would like to inform you that you may request information about the professional qualifications of your student’s teacher(s) or instructional paraprofessional(s) [ESSA Section 1112(e)(1)(A)].

The following professional qualification information may be requested pertaining to your child’s teacher(s):

1. Whether the teacher has met Washington teacher certification requirements for the grade level and subject areas in which the teacher provides instruction.
2. Whether the teacher is teaching under an emergency or other provisional status through which Washington qualifications or certification criteria have been waived.
3. The college major and any graduate certification or degree held by the teacher.
4. Whether the student is provided services by paraprofessionals, and if so, their qualifications.

The following professional qualification information may be requested pertaining to an instructional paraprofessional instructing your child:

Paraeducators must be at least eighteen years of age and hold a high school diploma or its equivalent, (for more detailed information on what is considered equivalent, please read the FAQ (document)

In addition, a paraeducator must meet one of the following:

1. Have received a qualifying score on the Education Testing Service (ETS) paraeducator assessment
2. Hold an associate degree or higher from an accredited college or university
3. Have earned 72 quarter credits or 48 semester credits at the 100 level or higher at an accredited college or university
4. Have completed an apprenticeship as a paraeducator, in a program registered with the Washington State Apprenticeship and Training Council.

Note: Paraprofessionals must work under the supervision of a certified teacher. In schools that operate a schoolwide program, all paraprofessionals must meet professional qualifications. In a Targeted Assistance program, only paraprofessionals instructing Title I intervention, under the direct supervision of a certificated teacher, must meet the above qualifications.

If you wish to request information concerning your child’s teacher’s and instructional paraprofessional’s qualification, please contact me at Fairmount Elementary at (425)366-2900.

Sincerely,

Shannon Koehnen

Proud Principal

• Who: You and other parents and families

• What: Title I Information - Learn and share ideas about how to best communicate and collaborate to support your child's learning. Learn information about intervention services, including Title I, LAP, Multilingual, Resource and SEL services, review draft documents and provide input to our plans for the year.
• Where: Fairmount Flex Room
• When: November 23 and November 24 (during Parent-Teacher conferences)

Not available? Please provide feedback on the survey link:

Title I Parent/Family Involvement Survey or email your ideas: koehnensa@mukilteo.wednet.edu

As we develop our school improvement goals for this year and the next three years, we want to hear from our families!

Your feedback will help us identify priorities for student learning, strengthen schoolwide supports, and continue building a welcoming school community where every student belongs, grows, and soars.

Our family survey also provides an opportunity to share suggestions about our Title I program, family involvement opportunities, and how we can better support students and families.

Please take a few minutes to complete our Family Input Survey. Your voice matters!

Title I Parent/Family Involvement Survey

Families are also invited to learn more about Title I and share feedback during November 23–24 conferences and at our December 4 Family Reading Night.

Annual Title 1 Parent Information Meeting Agenda

What is Title I? - Title I, Part A information, requirements, programs and services

• Fairmount is a Schoolwide Title I school
• Title I funds help ensure all children have a fair, equal and significant opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards.
• Federal grant money that can be used for additional staffing, parent involvement, and staff development
• Fairmount schoolwide services - How students are identified, the content areas students receive support and who provides the support

Opportunities for Involvement and Input

• Parent Involvement Policy, Plan and Budget - Your Right to be Involved
• School-Parent-Student Title I Compact

• Title I Parent/Family Involvement Survey

• Annual CEE Survey
• Volunteering

Resources

• Learn more about support programs: Title I, LAP, Multilingual/ELL, Resource and SEL
• Learn additional information about math and reading curriculum
• Access ParentSquare support
• Gather resources to support your student’s learning at home.

Closing

• Questions and Answers
• Additional Comments and Input

Unable to join us on November 23 or 24? We invite you to join us for Title I Family Reading Night on December 4, from 5:30–7:00 p.m.

Stop by the Fairmount Flex Room to learn more about our Title I program, the additional supports available to students, and opportunities to share your feedback. Then, head to the library to enjoy reading activities and visit the Book Fair!

We look forward to seeing you!

Fairmount Elementary is committed to providing a high-quality education for every child. Strong partnerships between the school, home, and community are vital to student growth and success.

We recognize that some students may need additional assistance to meet Washington State’s high academic standards. One way Fairmount Elementary supports students is through the Title I program. Families are included in all aspects of this program, with the goal of building a school-home partnership that supports all students.

This work is guided by the following policies:

School Parental Involvement Policies

• Families and staff will review the previous year’s parent involvement policies at a meeting held during, or prior to, fall conferences.
• Revisions and updates for the current year will be completed by November 2026.
• Final procedures will be posted in the school building and on the school website.

Annual Title I Parent Involvement Meeting

• Input for the plan from families will be gathered during conference.
• The annual meeting will be held during, or prior to, fall conferences in 2026.
• All families will be invited through the school newsletter.
• The meeting agenda will include:
• Opportunities for parent input into procedures for parent involvement, the school-parent-student compact, and the parent involvement budget and plan.
• Information about the annual Title I program survey, which will be shared following the meeting.

Notification

• Families will be notified of their student’s participation in reading, math, or English language support programs no later than November 2026, and also through individual planning meetings and conferences.
• Parent-teacher conferences will be held in November each year.
• Report cards will be sent home each trimester.
• Parents will be informed of the Parental Information and Resources Center (PIRC) in Washington through the school newsletter.

• A jointly developed school-parent-student compact will outline how staff, families, and students share responsibility for academic success.
• The compact will be distributed and discussed during the Family Engagement conferences at the beginning of each school year.
• Student progress will be closely monitored. Interventions will be determined by grade-level teams, Instructional Specialists, and/or the Guidance Team.
• Teachers will contact families by phone and/or through ParentSquare if students are not making adequate academic progress.
• Families may request meetings with school staff at any time to discuss their child’s progress.

Additional Opportunities for Involvement

• Meetings and events will be held throughout the year to help parents understand the curriculum and learn strategies to support their children.
• Parents are encouraged to join the Parent-Teacher-Student Association (PTSA) and participate in PTSA events.
• Parents are welcome to volunteer or observe in classrooms.
• The Mukilteo School District will share information about parent/family programs (Head Start, ECEAP, etc.) through ParentSquare and the Friday Forum newsletter.
• School Counselors, Family Engagement Liaisons, and staff will communicate with families about community resources and help address barriers that impact student success.

Efforts to Ensure All Parents Are Included

• Written materials will be translated into families’ home languages when practical, using ParentSquare when possible.
• Interpreters will be available for conferences and school events.
• School meetings and conferences will be scheduled at a variety of times.
• School staff are available by phone, email, and ParentSquare.

____________________________________________________
Building Principal / Date

Parents and staff involved in developing this document:

Dear Families,

Below you will find a copy of our Fairmount School-Student-Family Compact. The compact supports our Title I Schoolwide goal of increasing collaboration between staff and parents and is a requirement of the Title I Schoolwide program. Please take some time to read over the compact with your child and discuss the different elements under the classroom teacher, student, and family agreements. It is Fairmount’s goal to work as a team to provide the best possible education for our students. To do so, we are asking teachers, parents/guardians, and students to sign the compact. We know that students are successful when schools and families work together.

Classroom Teacher Agreement:

It is important that students learn. Therefore, I will do the following:

• Provide assignments of appropriate length and scaffold as needed.

• Provide engaging learning opportunities for students.

• Provide a positive learning environment that fosters belonging and inclusivity.

• Communicate and collaborate with families to support learning.

Student Agreement:

It is important to do my best. Therefore, I will do the following:

• Attend school every day.

• Come to school on time.

• Complete and give my best effort on my work.

• Read and complete my homework every night.

• Follow school-wide expectations; Be Safe, Be Respectful, & Be Responsible.

• Try my best.

Family Agreement:

I want my child to achieve. Therefore, I will do the following:

• Ensure my child arrives to school daily and on-time.

• Support the school and teachers in maintaining positive behavior expectations.

• Set a time and provide a quiet, appropriate place for reading and homework.

• Encourage my child to give their best effort and provide support.

• Be interested and aware of what my child is learning.

• Respond to school and teacher communication in a timely manner.

Classroom teacher’s signature____________________________________________

Student’s signature_____________________________________________________

Parent/Guardian’s signature______________________________________________

(Any adult who is interested in helping this student may sign in lieu of the parent.)

Principal’s signature____________________________________________________

1. Comprehensive needs assessment

Each year, Fairmount Elementary reviews a variety of academic, behavioral, attendance, and family engagement data to develop a comprehensive school profile, identify student needs, and establish schoolwide goals, instructional priorities, interventions, and family engagement strategies.

Data reviewed includes:

• Student Achievement and Academic Progress: Grades 3–5 Smarter Balanced Assessment (SBA) results, disaggregated by student groups, including race/ethnicity, gender, students receiving Special Education services, multilingual learners, and students from low-income households; K–5 i-Ready Reading and Math assessment results; and Highly Capable/LEAP referrals.

• Student Support and School Climate: Guidance Team referrals, Special Education referrals, discipline data, attendance patterns, student Strengths and Needs Screener results, and other student support information.

• Family Engagement and Feedback: Annual family surveys (Title I and CEE), family feedback, and participation in fall engagement conferences and November academic conferences.

Fairmount's comprehensive needs assessment is an ongoing process that begins with a review of student achievement and schoolwide data from the previous year. During summer planning and the beginning of the school year, the principal, Building Leadership Team (BLT), and Instructional Support Specialists review available data to identify schoolwide strengths, areas of need, and priorities for improvement.

Throughout the fall, grade-level teams review student-level assessment data to identify students needing additional support and plan targeted interventions. Staff and BLT discussions provide opportunities to reflect on instructional practices, review schoolwide priorities, and provide input into the development of the annual School Improvement Plan (SIP) and three-year Comprehensive School Improvement Plan (C-SIP).

Targeted academic interventions are provided through grade-level WIN (What I Need) time, scheduled Monday through Thursday, with the support of Title I, LAP, Special Education, and other available support services. Student progress is monitored throughout the year to inform instructional adjustments and intervention decisions.

Family feedback is gathered through surveys, conferences, and Title I family engagement opportunities to help inform schoolwide priorities, identify family needs, and strengthen family-school partnerships.

Based on the comprehensive review of schoolwide data and input from staff, Fairmount identified vocabulary development and academic discourse, including Math Talk, as schoolwide instructional priorities. These areas build upon previous school improvement efforts and focus on strengthening Tier I (core) instruction for all students while providing intentional scaffolds and opportunities for students needing additional support, including multilingual learners and students performing below grade-level expectations. The school is also beginning to introduce a shared Language Levels tool to support consistent instructional practices in vocabulary development and academic discourse.

Findings from the comprehensive needs assessment guide the development of Fairmount's annual School Improvement Plan (SIP), three-year Comprehensive School Improvement Plan (C-SIP), and Title I Schoolwide Plan. These plans are aligned around shared instructional priorities, student needs, and schoolwide improvement goals. Staff and the Building Leadership Team provide input and feedback throughout the planning process, helping ensure that goals and strategies reflect the needs of Fairmount students and build upon ongoing school improvement efforts.

Throughout the school year, staff continue to review student achievement, progress monitoring, and school climate data, including CEE survey results and student Strengths and Needs Screener information, to evaluate the effectiveness of instructional practices, interventions, and student supports and make adjustments as needed.

2. School wide reform strategies

Fairmount's schoolwide improvement strategies focus on strengthening vocabulary development and academic discourse, including Math Talk, across grade levels. These priorities are supported through high-quality Tier I instruction, targeted interventions, and ongoing professional learning. Additional strategies and measurable goals are outlined in the annual SIP and three-year C-SIP.

3. Instruction by highly qualified staff

All certificated staff at our school are highly qualified. They have full state certification, K-4, K-8 or K-12. Certification requirements have not been waived for any staff on an emergency, temporary or provisional basis.

All classified paraeducator staff at our school are highly qualified. They all possess at least a high school diploma or equivalent and have either completed two years of study at an institution of higher education, obtained an associate’s (or higher) degree or demonstrated through a formal state or local assessment, knowledge of and ability to assist in instructing reading, writing and mathematics. They have completed the Core Competencies and LTRS training and complete 15 hours of training each year.

4. High quality and ongoing professional development activities

See School Improvement Plan and Title I Professional Development plan.

5. Strategies to attract high quality highly qualified teachers

Our district uses the following strategies to attract and retain high quality, highly qualified teachers:

• Excellent salary schedule and benefits
• Attendance at job fairs to attract top candidates
• Attendance at minority job fairs
• On-site interviews at colleges and universities
• Principals and program directors make personal follow-up calls to quality candidates to encourage visits and applications
• New teachers receive support through a District Instructional Facilitators and mentors
• New staff orientation

6. Strategies to increase parental involvement

See School Improvement Plan and Title 1 Parent Involvement plan.

7. Transition plans for preschool and between grades

Some of our students attend Head Start, ECEAP or Specialized preschool programs prior to attending kindergarten or first grade at our school. For these students, we conduct a transition meeting with the non-school program during the spring prior to the student entering kindergarten. At this meeting, the sending and receiving staff members discuss the students’ progress, strengths and needs during preschool, and the ways in which the school can plan to meet those needs. All Head Start students qualify for Title I services, as do most of the ECEAP students. The way in which this support will be provided is discussed during these transition meetings.

Some of our students attend Special Education preschool or kindergarten prior to staring in our school. We conduct transition meetings for these students also. Some of these students will continue in Special Education, through specialized programs. Some of these students will receive Title I services in addition to Special Education, while others who are no longer qualified for Special Education may qualify for Title I support.

We host a spring orientation for all entering first grade students and families, as well as a back-to-school opportunities for new students to meet their teacher, including during WaKIDS and Family Engagement Conferences.

We also work ensure a smooth transition for our 5th grade students who are moving to middle school the next year. A series of meetings helps to accomplish this goal. For students performing significantly below grade level, or demonstrating significant behavioral challenges, or students on an IEP, our teachers and counselor meet with the middle school counselors and staff discuss these students’ specific needs. All students meet in a group with the middle school counselors to learn about middle school and to ask questions.

8. Measures to include teachers in assessment decisions

At Fairmount Elementary School, staff examine assessment results on a regular basis. Grade level teams meet in PLCs to discuss common, formative and summative assessments. We use data from district, building and state math and reading assessments to examine and determine appropriate instructional interventions for individual students.

9. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards

Fairmount uses a Multi-Tiered System of Supports (MTSS) to identify and respond to students' academic, behavioral, and social-emotional needs. Grade-level teams and Instructional Support Specialists regularly review student assessment results, classroom performance, and progress monitoring data to identify students needing additional support.

Targeted academic interventions are provided during grade-level WIN (What I Need) time, Monday through Thursday, as well as at other times throughout the school day. Title I, LAP, Special Education, and Multilingual Learner staff work collaboratively with classroom teachers to provide additional instruction and support based on student needs.

Teachers, Instructional Support Specialists, and student support teams collaborate to monitor progress, adjust interventions, and determine additional supports as needed. These efforts are designed to provide timely assistance while ensuring students continue to access high-quality Tier I (core) instruction.

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

In the Mukilteo School District, all students are basic education students first. Title I funds supplement state and local basic education funds. Other state and federal funds are coordinated with Title I to provide services for appropriate students and targeted professional development. These funds include state Transitional Bilingual Instructional Program, LAP program, federal IDEA, and state and local Special Education funds.

State and local basic education funds provide the core instruction and pay for most of the staff in the school. All students receive basic education opportunities first.

Qualifying students are supported by specific programs after they receive basic education services. TBIP funds are used to support identified English Learners through TBIP-funded staff who work with EL/ML students and provide professional development for the teachers. LAP, IDEA and state and local Special Education funds support qualifying students.

Finally, Title I funding is used to supplement basic education. Title I provides additional instruction for students who are not meeting standards, professional development for teachers to better work with these students, and parent involvement/engagement activities.

These funds work together so all students have a strong base of instruction. MLL and Special Education students receive support tailored to their specific needs, and those students who have not met standards receive supplemental instruction through Title I and LAP services that provides them with more time and opportunity.

Please see the Funds Included in Schoolwide Program matrix - below.

Email: koehnensa@mukilteo.wednet.edu
Website: https://fa.mukilteoschools.org/
Location: 11401 Beverly Park Road, Everett, WA 98204
Phone: (425) 366-2920