Title I is a federally funded program that is designed to help children who are non-proficient in either reading or math. The school receives funding for Title I directly from the State Department that is specifically designated for use in the Title I program. This pays for the teachers' salaries, classroom supplies, and teaching supplies.
Students are selected for the Title I program by looking at several things. The scores from the Iowa Assessment, MAP, FAST screener and IGDI's given to preschoolers are the strongest determinations for consideration for Title I help. Next, we look a the students' performance in the classroom, as well at the teacher's and parents concerns and recommendations. Students with the highest priorities are chosen to receive the extra help from the Title I teachers. This year we are offering Title I support to early childhood students in grades K-3. Once our schedule is filled, we will see how much time we have left to assist 4th and 5th grade needs. Title I teachers also assist teachers in meeting the needs of all students who are at risk of having difficulties by providing materials and guidance for students in the classroom. Close monitoring is conducted to make sure any child who begins to struggle is considered for the extra help. Students are continually rotated in and out of the program based on needs.
We currently have two Title I teachers. They are myself and Mrs. Ebert. Sessions run for 15-30 minutes five days a week. The students who are being served for reading and math are students who are at risk. With extra encouragement from school and home, these children often improve their skills and witness success. Not all students witness this success as easily. Students who are identified as continually at risk on the FAST screener, below benchmark on MAPs or below 40% in reading on the Iowa Assessment are given one to one or small group intervention time as much as possible. They take top priority. Classroom teachers should also be setting time aside to provide intense interventions to help these children. This intense help is given until the child is no longer identified at risk by the FAST screener as well as the other assessments listed above. If they continue to be identified as at risk, help is modified in the Title I program, in the classroom, and a meeting will be set up with parents. Being identified as continually at risk is taken very seriously. All parties must do everything in their power to help these children overcome their challenges.
Students are selected for the Title I program by looking at several things. The scores from the Iowa Assessment, MAP, FAST screener and IGDI's given to preschoolers are the strongest determinations for consideration for Title I help. Next, we look a the students' performance in the classroom, as well at the teacher's and parents concerns and recommendations. Students with the highest priorities are chosen to receive the extra help from the Title I teachers. This year we are offering Title I support to early childhood students in grades K-3. Once our schedule is filled, we will see how much time we have left to assist 4th and 5th grade needs. Title I teachers also assist teachers in meeting the needs of all students who are at risk of having difficulties by providing materials and guidance for students in the classroom. Close monitoring is conducted to make sure any child who begins to struggle is considered for the extra help. Students are continually rotated in and out of the program based on needs.
We currently have two Title I teachers. They are myself and Mrs. Ebert. Sessions run for 15-30 minutes five days a week. The students who are being served for reading and math are students who are at risk. With extra encouragement from school and home, these children often improve their skills and witness success. Not all students witness this success as easily. Students who are identified as continually at risk on the FAST screener, below benchmark on MAPs or below 40% in reading on the Iowa Assessment are given one to one or small group intervention time as much as possible. They take top priority. Classroom teachers should also be setting time aside to provide intense interventions to help these children. This intense help is given until the child is no longer identified at risk by the FAST screener as well as the other assessments listed above. If they continue to be identified as at risk, help is modified in the Title I program, in the classroom, and a meeting will be set up with parents. Being identified as continually at risk is taken very seriously. All parties must do everything in their power to help these children overcome their challenges.