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Federal Programs

Title I is a federally funded supplemental education program which provides financial assistance to schools to improve educational opportunities to help children meet the state content and performance standards in Reading. Title I services are available at Wilson Borough Elementary and Avona Elementary Schools.

Overview

The RtII and Title I Reading Specialists work closely together to design the Title I Reading Program, interventions, and supplemental instruction.  The program is devised into three tiers.  Tier I is all students, Tier II are students identified as needing strategic or intensive support, and Tier III consists of students needing the most intensive support. The following areas are broken down further into the three tiers: Assessment, Instruction, Intervention, and Parent Involvement.

 

Assessment

  • Tier I
    • Classroom assessments: formative, summative, teacher created, benchmark (DIBELS), DAZE (3rd and 4th grade students), state assessments, and common assessments. All students receive these assessments with minor modifications if needed.  Students are given the DIBELS benchmark assessment three times throughout the school year (September, January, and May). 
  • Tier II
    • In addition to the assessments mentioned above, students are given formative, summative, teacher created assessments, the Quick Phonics Screener (QPS) and Really Great Reading (RGR) diagnostic assessments. The QPS assesses phonics needs while the RGR assesses phonemic awareness needs. 
  • Tier III
    • In addition to the assessments mentioned above, students are given formative, summative, teacher created assessments, the Quick Phonics Screener (QPS) and Really Great Reading (RGR) diagnostic assessments. The QPS assesses phonics needs while the RGR assesses phonemic awareness needs. 

Instruction

  • Tier I
    • All students are instructed using the Scott Foresman Reading Street reading series and associated teaching materials including decodable and leveled readers. Explicit instruction is used following the Guided Release of Responsibility Model (I Do, We Do, You Do)
    • Teachers use the following materials to assist students in learning:
      • Grids
      • Manipulatives (letter tiles, magnetic letter, etc)
      • Fluency Folders
        • Repeated reading
        • Buddy reading
        • Echo reading
        • Choral reading
      • Sight Words
  • Tier II
    • All students are instructed using the Scott Foresman Reading Street reading series and associated teaching materials including decodable and leveled readers. Explicit instruction is used following the Guided Release of Responsibility Model (I Do, We Do, You Do)
    • Teachers use the following materials to assist students in learning:
      • Grids
      • Manipulatives (letter tiles, magnetic letter, etc)
      • Fluency Folders
        • Repeated reading
        • Buddy reading
        • Echo reading
        • Choral reading
      • Sight Words
  • Tier III
    • All students are instructed using the Scott Foresman Reading Street reading series and associated teaching materials including decodable and leveled readers. Explicit instruction is used following the Guided Release of Responsibility Model (I Do, We Do, You Do)
    • Teachers use the following materials to assist students in learning:
      • Grids
      • Manipulatives (letter tiles, magnetic letter, etc)
      • Fluency Folders
        • Repeated reading
        • Buddy reading
        • Echo reading
        • Choral reading
      • Sight Words

Intervention

  • Tier I
    • Teacher modifications and extra instruction as seen fit by the teacher. 
  • Tier II
    • Small group instruction consisting of 3-5 students. These students are identified as needing strategic or intensive support (by the DIBELS benchmark assessment).  Students in these groups receive 20-30 minutes of small group instruction daily.  The intervention is taught by the classroom teacher, reading specialist, interventionist, RtII coordinator, or specialist teachers. Resources include West Virginia Reading First Explicit Phonics Lessons, Florida Center for Reading Research (FCRR), Reading A-Z, and teacher created resources. 
  • Tier III
    • Small group instruction consisting of 1-3 students.  These students are identified as needing intensive support (by the DIBELS benchmark assessment). Students in these groups receive an additional 20-30 minutes of instruction up to five times a week.  The intervention is taught by the reading specialist, interventionist, or classroom teacher. Resources include West Virginia Reading First Explicit Phonics Lessons, Florida Center for Reading Research (FCRR), Reading A-Z, and teacher created resources.

Parent Involvement

  • Tier I
    • Communication between the classroom teacher and the parent is ongoing.  Conferences are held in the Fall (November) and Spring (March or April).  Communication logs are kept by the classroom teacher. 
  • Tier II
    • Communication between the parent and interventionist(s) as needed.  Parent meetings are held in conjunction with conferences or at other times throughout the school year. 
  • Tier III
    • Communication between the parent and interventionist(s) as needed.  Parent meetings are held in conjunction with conferences or at other times throughout the school year.

Grade Level and Team Meetings

  • Teachers will meet bi-weekly for grade level meetings to discuss student concerns.  In attendance at these meetings are: grade level teachers, the building principal, special education teachers, any interventionists that work with the students, reading specialists, and the RtII coordinator. 
  • Data Analysis and Instructional Planning (DAIP) meetings are held after each benchmarking period: Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY)
  • RtII Meetings are held quarterly in November, January, March, and May.  At these meetings, teachers discuss concerns with the RtII team.  This team consists of classroom and grade level teachers, the school counselor, the school psychologist, reading specialist(s), the RtII coordinator, and the building principal.
  • Student Intervention Response (SIR) process meetings are held between November and January and between January and March.