Title I Plan

Targeted Assistance School Plan

Student Selection

 

Students will be identified for Title I services by using a two-step process.  Initially, all students are placed in rank order by grade level based on the results of their fall reading assessments.  For grades 2-5 percentiles from the fall NWEA scores are used, and in grades K and 1, the percentiles are based on the combined results of the DIBELS fall benchmark scores. From this ranking system, the lowest 30 ranked students will be invited to participate in the after school program.  As parents consent or not, students further up the list may be invited in order of their need for remediation.  A similar process is used for math assessments. This ensures that our neediest students are receiving assistance.

 

Criteria Sheets are specific to each grade level and always include at least three academic measures.  Each assessment is awarded a point value and students are deemed eligible for Title I based on their total score.  Input from the classroom teacher is also considered, and any homeless or migratory students are automatically included in the Title I program.  Throughout the school year the Principal, and Title I staff coordinate the schedule to ensure that space is available for any children determined to be homeless or migratory.

 

 

             Overview of Literacy Assessments Used to Determine Title I Eligibility           

Assessment

Grade

Kindergarten Screening

K

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

K - 5

Developmental Reading Assessment (DRA)

K - 3

Scott Foresman Reading Street Baseline Evaluation

1 - 5

Northwest Evaluation Association – Measures of Academic Progress (NWEA – MAP)

2 - 5

New England Common Assessment Program  (NECAP)

3 - 5

 

               Overview of Math Assessments Used to Determine Title I Eligibility              

Assessment

Grade

Kindergarten Screening

K

Teacher Ranking

2 - 5

District Individual Profile of Progress based on Everyday Mathematics Assessments

2 - 5

Northwest Evaluation Association – Measures of Academic Progress (NWEA – MAP)

2 - 5

New England Common Assessment Program  (NECAP)

2 - 5

 

Supplemental Support

 

All students receive core literacy instruction from their classroom teachers each day for 90 minutes and core math instruction from their classroom teachers for 70 minutes.  Students eligible for Title I support will be invited to participate in after school tutoring for 45 minutes per day for four days per week throughout the school year. Transportation will be provided. This guarantees that students receiving Title I services do not miss any core instruction and that services are offered in addition to the basic education. 

 

High Quality Instructional Strategies

 

1.      Bridgewater-Hebron Village School will be entering its fifth year of full implementation of the Scott Foresman Reading Street Program for all grades K – 5.  This is a researched-based, balanced literacy program that includes instruction in phonemic awareness, phonics, vocabulary, comprehension and fluency.  The program includes supplemental programs (My Sidewalks) at each grade level that complement the core curriculum and offer resources to remediate and advance instruction for Title I students. 

 

The mathematics program selected for use in the district is the Everyday Mathematics curriculum.  In order to ensure that Title I supplemental services are directly in line with this research-based program, we have included our Title I staff in professional development  with a trainer who consults with all of our elementary teachers and administrators annually.  She observes and gives feedback on the authenticity with which staff adheres to the integrity of the program.

 

2.      Scott Foresman Reading Street and Everyday Mathematics curricula contain supplemental remediation materials to assist in meeting the individual student growth targets. The Wilson Fundations program will also be used in conjunction with our literacy core curriculum to meet the needs of our lowest performing students.  The Title I Team will meet every other week to discuss student progress and make any changes necessary to ensure student achievement

 

3.       Extended-day opportunities will be provided before or after school.  In mathematics, the after school program will supplement the day program through the online math games and resources that support our regular curriculum. Students will be provided with mini-lessons that reinforce math skills and concepts taught during the school day and others which provide challenges on an individual student basis.  Literacy support will include word study, comprehension and fluency practice, and other skills using a variety of research based programs (eg. My Sidewalks).  In conjunction with the chosen Everyday Math curriculum and Scott Foresman literacy curriculum, the supplemental resources provided from these high quality programs are designed to accelerate the students’ growth toward each individual target.  Through the proposed Title I after school Tutoring program students will not be missing classroom instruction.

 

Parent Involvement

 

Parents have the opportunity to assist in the planning, implementation, and evaluation of the Title I program through parent meetings, conferences, and Title I events.  In coordination with our Open House in the fall, parents will be invited to attend a Title I parents meeting where they will be asked to review the Family Compact and provide input into the development of the Title I program.

 

During the school year, the Title I Team will provide a written progress report in November and June and offer parent conferences in February to help parents stay aware of their child’s progress.  In addition, Title I teachers will be available to meet with parents at any time during the year, and also provide an End of Year Summary report.

 

A family celebration will be planned at the end of the school year to recognize the achievements of students in the Title I program and to encourage a summer reading plan.  At each meeting and conference, parents are given the opportunity to provide feedback to the Title I staff through surveys and individual contact.

 

Professional Development Activities

 

In addition to the PD provided to all of our staff, the Title I after school teachers will be invited to participate in the district’s specialized training for after school staff, which includes strategies to engage students after a long day of regular classes, safety and first aid, and CPR.  Other professional development opportunities will be offered based on the needs of the Title I teachers and students.

 

Coordination with the Regular Classroom

 

The after school Title I teachers will be will check in with Title I students’ classroom teachers to update on student progress. These “check-in” times will documented and reviewed at bi-monthly meetings. 

 

Collaboration with Other Programs

 

The after school program will be coordinated with the regular after school program which is more focused on enrichment activities to provide a safe environment for after school time while parents work. Title I Tutoring will be provided within the first hour of the after school program.  Transportation home after tutoring will be provided for Title 1 students.

 

Instruction by Highly Qualified Staff

 

All Newfound Area School District and Title I staff are Highly Qualified.  The district provides many professional development opportunities for staff including on-site paraprofessional training, ongoing training for Everyday Mathematics, and workshops and presentations regarding our Literacy program as well as various literacy interventions.

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Christine Roman,
Feb 19, 2013, 1:59 PM
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Christine Roman,
Aug 16, 2011, 3:34 AM
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