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 I room for Reading Practice Groups grades K-2 and Read Naturally Groups 2-5.
• A paraprofessional 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.

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 recommended for Title I service.  The following standardized tests are used to evaluate the students' needs:

Kindergarten and first grade take America Guidance Service GRADE (Reading) and G-MADE (Math) assessment - Fall and Spring.

Grade two takes the NWEA Reading and Math assessment - Fall and Spring.
Grades three, four, five take NWEA - Fall and Spring and the Minnesota Comprehensive Assessment(MCA) - Spring.

Also McGraw-Hill Fluency Assessment - grade one - Winter and Spring and grades two, three, four, and five - Fall, Winter, and Spring.

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.

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.

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

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 or e-mail your child's teacher if you have 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.