Title 1
Title One is a federally-funded, general education support program. The goal of Title One Reading is to provide extra reading help and instruction for struggling readers.
Title One instruction is specialized reading instruction that is provided through the cooperation of the classroom teacher and the Title One Reading teacher. This supplements classroom instruction.
Supplemental reading instruction with the Title One Reading teacher occurs in small groups, daily for approximately 20-30 minutes.
Daily at-home reading is an integral part of the Title One Reading program. Parents should interact with their child while reading and discuss books that their children bring home.
Title One is a supplemental program.
This can be illustrated as some students needing an “extra snack of reading” during their day. We identify students in need of assistance and offer them extra instruction. The “main course” of reading is not enough instruction for these students.
Title One Goals
To diagnose and identify specific reading problems in each eligible student.
To supplement and support (not replace) the classroom reading instruction.
To foster an enjoyment of books and to encourage reading as a leisure activity.
To develop a positive attitude and self-confidence by providing reading success.
To formulate and implement plans that will improve students’ reading skills.
To help each student acquire the skills needed to function in the classroom.
To obtain parental support and involvement in our program.
Student Identification Process
The opportunity to be a part of a Title One program is determined for each child and based on several pieces of information used by the Title One teacher including teacher recommendation, standardized testing, and analysis of independent reading behaviors. Students are then monitored throughout the school year to measure progress.
A parent or guardian must sign the permission letter and contact and send it back to the Title One teacher to receive Title One services.
Exit Title One Program
Students may exit the program at any time during the year. Students will be dismissed from the program by showing grade level performance in the classroom, grade level performance on assessments, and/or parent and teacher referral. The student will only be dismissed from the program after consultation with the classroom teacher, parent, student, and Title One teacher.
Other Considerations:
Students with an IEP for reading are typically not served in the Title One program.
Students whose parents object to their placement will not be served.
Title One instruction is specialized reading instruction that is provided through the cooperation of the classroom teacher and the Title One Reading teacher. This supplements classroom instruction.
Supplemental reading instruction with the Title One Reading teacher occurs in small groups, daily for approximately 20-30 minutes.
Daily at-home reading is an integral part of the Title One Reading program. Parents should interact with their child while reading and discuss books that their children bring home.
Title One is a supplemental program.
This can be illustrated as some students needing an “extra snack of reading” during their day. We identify students in need of assistance and offer them extra instruction. The “main course” of reading is not enough instruction for these students.
Title One Goals
To diagnose and identify specific reading problems in each eligible student.
To supplement and support (not replace) the classroom reading instruction.
To foster an enjoyment of books and to encourage reading as a leisure activity.
To develop a positive attitude and self-confidence by providing reading success.
To formulate and implement plans that will improve students’ reading skills.
To help each student acquire the skills needed to function in the classroom.
To obtain parental support and involvement in our program.
Student Identification Process
The opportunity to be a part of a Title One program is determined for each child and based on several pieces of information used by the Title One teacher including teacher recommendation, standardized testing, and analysis of independent reading behaviors. Students are then monitored throughout the school year to measure progress.
A parent or guardian must sign the permission letter and contact and send it back to the Title One teacher to receive Title One services.
Exit Title One Program
Students may exit the program at any time during the year. Students will be dismissed from the program by showing grade level performance in the classroom, grade level performance on assessments, and/or parent and teacher referral. The student will only be dismissed from the program after consultation with the classroom teacher, parent, student, and Title One teacher.
Other Considerations:
Students with an IEP for reading are typically not served in the Title One program.
Students whose parents object to their placement will not be served.
Reading Recovery
Reading Recovery® is a short-term one-on-one intervention for first grade students who have difficulty learning to read and write. Dr. Marie Clay, New Zealand educator and child psychologist developed Reading Recovery in the early 1980’s. Reading Recovery can be found in five countries and 49 states in the US. Reading Recovery is research-based and in the spring of 2007 received the federal What Works Clearinghouse highest rating for effective reading interventions in grades K-3.
The goal of Reading Recovery is to dramatically reduce the number of first-grade students who have well-below average reading and writing skills. This 12-20 week program is most effective when it is available to all students who need it and is used as a supplement to high quality classroom instruction.
Reading Recovery teachers are trained in the theory and procedures of Reading Recovery through a year-long, graduate-level course of study provided by teacher leaders at the Northwest AEA teacher training site.
Additional information about Reading Recovery can be found on www.rrcna.org
The goal of Reading Recovery is to dramatically reduce the number of first-grade students who have well-below average reading and writing skills. This 12-20 week program is most effective when it is available to all students who need it and is used as a supplement to high quality classroom instruction.
Reading Recovery teachers are trained in the theory and procedures of Reading Recovery through a year-long, graduate-level course of study provided by teacher leaders at the Northwest AEA teacher training site.
Additional information about Reading Recovery can be found on www.rrcna.org
CIM
The Comprehensive Intervention Model (CIM) is a systemic and layered design for increasing the literacy achievement of struggling readers in kindergarten to eighth grades. The CIM is based on the belief that teachers must be experts in observing the changes that occur over time in children’s literacy behaviors and be able to make moment-to-moment decisions based on their children’s strengths and areas of need. The CIM uses a layered approach within a four-tier framework for aligning classroom instruction, supplemental interventions, and special education. Teachers use data (including classroom observations) to place students in the most appropriate intervention, and students may receive multiple interventions at the same time.
The CIM framework includes a combination of high-quality classroom instruction; portfolio of research-based interventions; collaborative structures for aligning instruction across classroom and supplemental settings; comprehensive literacy assessment system, and professional development provided through university partnerships. The CIM meets the goals of a Response to Intervention (RtI) method for identifying children at risk of reading failure and providing research-based, targeted instruction for reading success.
The CIM framework includes a combination of high-quality classroom instruction; portfolio of research-based interventions; collaborative structures for aligning instruction across classroom and supplemental settings; comprehensive literacy assessment system, and professional development provided through university partnerships. The CIM meets the goals of a Response to Intervention (RtI) method for identifying children at risk of reading failure and providing research-based, targeted instruction for reading success.
8 teachers teaching CIM at KP:
Amy Bailey, Amy Benson, Laura Boustead, Mindy Dunne, Wendy Seggerman, Kim Schroeder, Jenni Spooner, and Katie Vondrak
Amy Bailey, Amy Benson, Laura Boustead, Mindy Dunne, Wendy Seggerman, Kim Schroeder, Jenni Spooner, and Katie Vondrak
