Title 1

 

Oyster River Cooperative School District

Title I Plan Components

Program Abstract

The Title 1 Program activities for ORCSD include 3 Title 1 tutors for reading and mathematics in grades K-4.  The tutors are fully integrated into our staff, receive professional development opportunities from the school district, attend weekly meetings and consultations, and provide services to the students in the class and outside the class.  The program is developed to both supplement the classroom instruction, provide additional opportunities for instruction and practice, and to provide intervention based on student’s learning needs. 

 

Program Structure

All structural elements should be tied to the needs assessment (e.g., common pages data)

 

  1. Student Selection

    Describe your two-step process for selecting Title I students.

    1. How is the pool of educationally disadvantaged students identified?

      ORCSD has developed an eligibility checklist for identifying students for each area (reading and math) and grade level.  Please see the attached eligibility checklists and selection process.

       

      (2) How will you select the neediest students?

      Please see attached eligibility checklists and selection process documents.  Students who are homeless receive the highest amount of points and are selected immediately.  The remaining criteria is academically based with assessments, observation, and teacher input.

       

  2. Supplemental Support

    Describe how your Title I instructional program is in addition to the Title I student’s basic reading/math program that is delivered by district staff. We need to know from your description that the Title I program services are supplemental to what the child is required to receive by law. In order to be in compliance with the law, your program must be able to identify how the services provided by the Title I staff to Title I students are in addition to what every other child receives as part of his/her basic education.

    Title 1 services are provided as a supplement and/or intervention to the classroom instruction.  Students receive their classroom instruction (Tier 1) from their classroom teacher and supplemental/intervention services are provided by the Title 1 tutors.  The Title 1 teacher and classroom teacher consult on a regular basis, mainly weekly about the instruction and progress.  The communication is a key factor to the student’s success and generalization of skills.  Title 1 instruction is NOT replacement instruction. 

     

     

  3. High Quality Instructional Strategies

    Respond to the following:

    1. Describe how your instructional support model uses only research-based strategies for improving achievement of your Title I students.

      Our instructional support model includes the use of research-based strategies, methodology and instructional materials.  Our reading specialist works closely with the Title 1 teachers and provides professional development in high quality instructional practices for direct instruction, modeling, and small group work.

       

    2. Describe the curricula you have chosen to support your Title I students. Explain how it is accelerated and of high quality and will assist Title I students to reach the standards set in the State’s curriculum frameworks.

      ORCSD and NH have adopted the Common Core State Standards.  We provide instruction based on these standards.  A couple of our research-based materials include LLI (Language Literacy Intervention) and Wilson Fundations.  We also use a variety of materials to support and improve reading decoding, sight word fluency, and reading fluency and math fluency, again ones that are research-based.  Professional development is provided to Title 1 tutors.

       

    3. Describe how you have minimized removing children from the regular classroom during regular hours for instruction. If you do pull students out of class, describe how you will ensure that they are not missing direct instruction from the classroom teacher.

       

      Classroom teachers and Title 1 tutors consult weekly or bi-weekly.  The schedule is developed so students are not missing their core instruction for reading and math.  We value and recognize the importance and legality of classroom teachers providing the direct instruction in the classroom (Tier 1).  This is a non-negotiable.

       

    4. Include the strategies you will use to provide extended learning time for your Title I students. (This is not a requirement for Targeted Assistance Schools, but it is a priority for all Title I schools.)

      Extended learning time is offered before school, even though it is not required for our Targeted Assistance School.  Students come in early and are provided with extra practice through individual and small group activities. Summer programming is also offered for students who have received Title 1.  Two summers ago, a grant activity was allocated for this purpose.  With the reduction of funds, the school district continued with this activity using the local budget. 

       

       

  4. Parent Involvement

    Describe your plans for increasing parental involvement for this school year. Also, how are parents involved in the planning, implementation and evaluation of this grant?

    Our Title 1 tutors plan parent and student nights throughout the school year.  There are generally 2-4 activity nights coordinated for the students and parents.  The night includes a meal provided by the school district, education and explanation of how the Title 1 program works and delivers services, and sample activities for parents and their students to do together.  This gives parents awareness, education, and tips for practicing at home. Classroom teachers, adminstrators, and Title 1 tutors also attend these parent involvement nights.

     

    Parents and staff complete surveys and provide feedback in regards to the program and grant each year.  This is collected via formal feedback (written), feedback from the Parent Nights, and informal and formal feedback from staff.

     

  5. Professional Development

    Describe any professional development activities funded by Title I. Who will participate and how do the activities support the educationally disadvantaged population? Include your evaluation component. How do these professional development activities relate to your PD Master Plan and your district’s Technology Plan?

    No professional development activities are funded through the Title 1 grant.  Professional development is provided by the school district (local budget).

     

  6. Coordination with the Regular Classroom

    Describe your steps to ensure that instructional planning for participating students is incorporated into their existing school program. We need to know specifically how and when this coordination happens. If the coordination seems random or inconsistent, your application will not be approved until regular and timely coordination is designed. Describe your record keeping procedures to document this coordination.

    Coordination between the classroom and Title 1 tutors is weekly/bi-weekly and scheduled.  Title 1 has time in their schedule and has hours outside the school day to allow for coordinated co-planning time.  Title 1 teachers and classroom teachers take notes during their consultation meetings and review lesson plans together.

     

  7. Collaboration with Other Programs

Describe your strategies to ensure collaboration with other programs (i.e., migrant education, special education, ESL, Homeless Education Program, Head Start, Even Start, adult education, violence prevention programs, nutrition programs, housing programs, vocational and technical education, and job training).

 

The Director of Student Services oversees Title 1, ESY, Homeless Education, and Special Education.  Coordination between other programs comes first at the building level and than at the central office level.  When a variety of service providers are working with a student or family, meetings/consultation and parent outreach is coordinated.  The school district also supports families using our district End 68 Hours of Hunger program, which is a school board supported committee.


Program Evaluation

 

Plans for a program (not individual student) evaluation of how the Title I program performed. 

Important questions should include

  • How many students did we serve?
  • How many students exited our program?

    (Be sure to clarify why they exited e.g., SPED placement or met targets)

  • How much growth did the average student achieve?
  • How much growth did various subgroups achieve?
    • Race, Age, language level, Subject, Grade level, Instructor…whatever is relevant
  • Did students whose parents participant in our FCE events should more, less, or equivalent growth?

This evaluation should guide your program next year.

Program evaluation is part of our Title 1 program.