Title I

The mission of Title I is to provide a continuum of services and resources that enrich curriculum and instruction, promote interaction and coordination of resources, and result in excellence and high expectations for educators and students. Through collective efforts, we endeavor to increase accountability for all participants in the educational process; enhance cooperation between school and home; provide educators with greater autonomy for shared decision-making, and most importantly, promote increased educational performance of students.

Hornet Park Elementary School

Two and a half certified teachers and one certified teaching assistant at Hornet Park Elementary School, who are highly qualified, work full time with Tier II students in grades K-1. These students are given additional instruction in language arts. Students work with a Title I teacher on a one-to-five basis for 30-45 minutes a day. The number of days will vary from 3 to 4 periods a week. Students receive regular instruction in language arts from the regular classroom teacher and then receive additional small group instruction from a Title I teacher. Student progress is monitored using NWEA's MAP for Primary Grades, semester grade level pre/posttests, mCLASS Reading, and STAR. Progress monitoring is conducted using Dibles. If students show proficiency of the reading/Lang. Arts standards using the assessment tools, they no longer need the Title I support and will test out of the program. As students test out of the program, more students are served. A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement. A Home/School Advisor (.5) supports the Title I staff and meets with students to build self-esteem and parents to develop individual academic achievement plans.

Central Elementary School

Title I (Tier II) intervention addresses the needs of students who are not progressing adequately in the core Reading program. NWEA tests (fall, winter, and spring), monthly reading standards tests, Accelerated Reading levels, ISTEP+, and mClass Reading assessments identify students who exhibit low skills and are at-risk. Specialized, scientifically research-based program/curricula are utilized when working with students in homogenous small-group (4-5 students) instruction for a minimum of thirty minutes per day, in addition to the minimum core instruction. Frequent (every two weeks) progress monitoring using Dibles is conducted on targeted skill(s) to ensure adequate progress. Tier II interventions do not take place in the core block. It may occur in the classroom or in an intervention setting. Student movement in and out of the program will be fluid and if a student shows proficiency in the reading standards using the monitoring tools, they will no longer need the Title I support. The Tier II interventionists and assistant are certified, highly qualified, teachers specifically trained for the intervention. The interventionist delivers the selected intervention program/curriculum in a direct, explicit and systematic manner adhering to the fidelity of the program. A professional, data-driven decision must be made about the student's instructional needs after the first round of intervention is complete. A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement. A Home/School Advisor supports the Title I staff and meets with students to build self-esteem and parents to develop individual academic achievement plans

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