Jackson County Central Schools Riverside  *   Immanuel Lutheran

Title I Staff:  Sam Marek, JCC Title I Director
Cindy Kotewa, JCC Title I Lead Teacher

Riverside Kaye Neneely Darlene Smith Carol Neal Linda O'Niel Barb Stump

Immanuel Lutheran Nancy Hansen

            Title I is a federally funded program with the purpose of helping children succeed in the regular classroom, attain grade level proficiency, and improve achievement in basic and advanced reading and math skills.  This is to be accomplished through supplemental instruction and the increased involvement of parents in their children’s education.

Home

       The Title I teacher and classroom teachers plan regularly for what each Title I student needs to do to be successful with their regular classroom work.  They work together to enable Title I students to meet individual and district overall reading/math goals and objectives. Following are some of the instructional methods that they may use:

·        The Title I teacher has a PULL OUT program where Title I children come to the Title room for Reading Practice Groups grades K - 2 and Read Naturally Groups 2 - 5.

* The paraprofessionals may help students in the regular classroom or in a small group setting outside the classroom during reading/math class.  A time period for each individual or group is scheduled depending on the needs of the student(s).

·        A student may be given extra opportunities to learn through reteaching, reviewing, and extending learning experiences in reading/math.  The students may be helped individually or in groups. For example:

·        Students practice vocabulary words and their meanings.

·        Students practice reading accurately and smoothly (fluency).

·        Students practice basic facts.

·        Students practice skills on daily work.

·        Students practice problem solving skills.

·        The Read Naturally fluency training program is being utilized under the supervision of the Title I Lead  teacher.

 
Home

 Selection is based on the recommendation by classroom teachers, standardized testing, daily performance, and unit reading tests / chapter math tests. Three times per year (October, January, and April/May) classroom teachers fill out a classroom evaluation.   Qualifying students are recmmended for Title I services. The following standardized tests are used to evaluate the students' needs:

Kindergarten & first grade take America Guidance Service GRADE (Reading) & G-MADE (Math) assessment - F & S

Grade two takes the NWEA Reading and Math assessment - F & S

Grades three, four, five take 1) NWEA - F & S

                                           2) Minnesota Comprehensive Assessment (MCA) - S

McGraw-Hill Fluency Assessment-grades 1 (Winter, Spring) and grades 2, 3, 4 , 5 (Fall, winter, spring)

Home

 When it is recommended that a student receive Title I assistance, a parent permission letter is sent out to the parents via mail. This letter need only be returned if the parent declines services. If the student is new to Title I, the classroom teacher will  call  the parents.  At fall conferences, parents and teachers of Title I students discuss and sign a Title I School/Parent Compact.

Home

  Students are evaluated three times per year (October, January, April/May).  If the student's daily performance is consistently on/near grade level, or sufficient progress has been made on standardized tests, the student would no longer receive Title I services.

Home

            Research show that when parents are regularly involved in the education of their children, the children demonstrate a higher degree of success in school.

HOW CAN PARENTS HELP?

AT HOME

·        Read to your child.

·        Have your child retell a story or answer questions about a story.

·        Listen to your child read to you.

·        Discuss what your child did at school.

·        Read together communication from the school and the Title I program.

·        Praise your child about work well done and display it.

·        Practice with your child what is learned at school in reading and math.

·        Help your child master ALL basic math facts +, - , x , ÷.

·        Provide a work environment for your child to do homework.

·        Become involved in school activities.

AT SCHOOL

·        Attend teacher conference and discuss goals for your individual child’s  needs. 

·        Communicate to the classroom teacher your interest in practicing skills with your child.

·        Attend informational meetings.

·        Call your child’s teacher if you have any questions.

·        Visit your child’s classroom.

·        Help plan parent involvement programs at your local school.

·        Serve on parent committees.

AT THE DISTRICT LEVEL

·        Attend the annual Title I Fall Family Orientation/Fun Night

·        Submit ideas for the design of the district program.

Home

1.  Set a limit on TV. watching by selecting programs in advance.  Limit TV. watching in terms of hours allowed per weekday.

2.  Set a time each day to do homework.  Find a place to study where your child will not be disturbed by TV. or music.  A half hour of good studying in a quiet place is better than an hour of trying to study in the middle of noise.

3.  Coaching may be the most useful way to help your child with homework.  The focus in coaching is on accomplishing the homework.  Let your child explain what they think needs to be done, what the answers are, and how they arrive at those answers.  In coaching you do not do the assignment, you guide your child along, helping them to clarify their thinking.  This situation provides a quality setting for parent child/interaction.

4.  Students need positive reinforcement.  Be sure to be patient and positive.  Try to think of ways to encourage your child.

5.  Have your child read everyday – a book, magazine, newspaper.  Reading is a skill that takes practice.  To be a better reader you need to read more.  To reinforce good reading habits, read to your child everyday.

6. Homework Practice Ideas

Home