North Mercer Title I Handbook

Transcription

1 North Mercer Title I Handbook

2 North Mercer Title I Description The North Mercer R-III Title I Reading and Math programs have been developed to reinforce the regular classroom program. The regular program, the Title I program, and other special programs are designed to collaborate together to meet the needs of each child being served. This requires cooperation between the regular classroom teacher and the Title I staff. The theory of the Title I program is to give a child a double dose of instruction. The program is not to replace the regular classroom instruction, but to reinforce the regular instruction. Goals and Objectives The goals and objectives of the North Mercer R-III Title I Reading and Math programs have been developed by the Title I staff with input from the elementary classroom teachers and parents. The major goal of the North Mercer R-III Title I program is to improve the qualified student s reading and math abilities as measured by gains from the standardized achievement test which is administered in the spring of each school year. The objectives of the North Mercer R-III Title I program are as follows: 1. Provide supplemental instruction to those qualified students; 2. Offer successful opportunities for each student through the use of computer software, learning activities, boardgames, and other educational materials; 3. Present opportunities using popular literature to foster a positive attitude toward the area of reading; 4. Coordinate the program closely with the elementary classroom teachers in order to reinforce appropriate skills in reading and math. 2

3 Selection of Title I Students The North Mercer R-III Title I Reading and Math Programs have incorporated the use of Multiple Criteria Selection through the guidelines developed by the Federal program of Title I. The selection of students who would benefit through the instruction given in the North Mercer R-III Title I Programs is based upon a variety of criteria. The data is accumulated from the regular elementary classroom teacher and the standardized achievement test scores. The information that the classroom teacher provides includes the following items: independent classroom work grades (tests), dependent classroom work grades (may have received assistance from teacher, parent, or other person), teacher observations, scores from the AIMSweb test, and teacher checklist. All preschool students or children entering kindergarten are given the DIAL-R in the spring of their preschool year or upon entrance to school. Students scoring low in an area will be acknowledged as having a potential problem area. The preschool teacher will complete two different checklists. One of the checklists addresses the child s behavior that has been observed. The other checklist is directed toward the child s speech/ language, motor, hearing, and vision problems. The North Mercer R-III Title I staff will gather the data. A decision will be made if the child would benefit from the Title I pro- gram(s) based on the completed eligibility profile. All kindergarten students are given a standardized achievement test in the spring and subtests of AIMSweb. The kindergarten teacher will complete two different checklists also. The first checklist is directed toward the child s observed behavior. The second checklist is addressing the child s academic ability and classroom behavior. An eligibility profile will be compiled for each child a teacher has concerns about using the above items. The decision will be made to place the child in the Title I program(s) or not. The first grade children will also take a standardized achievement test in the spring. The first grade teacher will complete two checklists. The first checklist is directed toward the child s observed behavior. The second checklist is addressing the child s academic ability and classroom behavior. The teacher will also include the grade the child received on independent work, which includes tests and assignments without assistance, and the grade on assignments that may have been completed with the assistance of a teacher, a parent, or another student. Other data that will be used in the decision will be the scores from the variety of tests of AIMSweb. An eligibility profile will be completed for each child a teacher has concerns about using the above items. The decision will be made to place the child in the Title I program(s) or not. Students in grades second through sixth are identified from the results of the standardized achievement test that is given in the fall or the spring and the subtests of AIMSweb. A teacher referral checklist will be completed for each child that may have difficulty the following year. The teacher will also include the grade the child received on

4 independent work that in-cludes tests and assignments without assistance and the grade on assignments, which may have been completed with assistance from a teacher, a parent, or another student. An eligibility profile will be completed for each child a teacher has concerns about using the above items. The decision will be made to place the child in the Title I program(s) or not. Individual classroom lists of eligible students are compiled and those students with greatest educational need receive top priority for service. The Title I staff and the 3

5 regular classroom teacher will discuss which children have the greatest need of Title I instruction. Student Referral to Program A classroom teacher may refer a new student who is having difficulty with his/her classroom work as long as the number does not exceed ten percent of the classroom size. A conference consisting of the Title I staff, regular classroom teacher, elementary principal, and any other professional (such as: speech/language therapist) will be held. The committee will make the decision by using a variety of accumulated information, such as: classroom performance, additional test data, behavior, personal problems, and etc. This information will be accumulated over a two-week period. This period of time gives a new student time to get settled into the classroom with new friends and teachers. Each member must agree on the decision that the child would benefit by the placement into the Title I program(s). Student Removal from the Program A student who may qualify by the use of the Multiple Criteria Selection may not require the assistance of the Title I program. A conference consisting of the Title I staff, the regular elementary classroom teacher, the elementary principal, and any other professional (speech/language therapist, counselor, etc.) will meet as a group. The group will examine a variety of data, such as: classroom performance, test scores, behavior, teacher observations, Title I staff observations, and any other pertaining information. This information will be accumulated over a two-week period. Each member must agree on the decision to remove the child from the Title I program(s). Once a child is removed, the child is permanently out of the Title I program for the remainder of that school year. 4

6 Parent Involvement Policy for the North Mercer R-III Title I Program The federal Title I guidelines states the parents should be involved in the planning, designing, evaluating, and implementation of the Title I program. The North Mercer R-III Title I program will do the following activities to involve the parents and guardians of the Title I students being served. 1. A committee will be set to meet quarterly to discuss the North Mercer R-III Title I program. The committee will consist of the Title I staff, elementary Principal, elementary classroom teachers, and parents. 2. An annual meeting will be held for all parents of children who qualify for the Title I program(s). An explanation of the Title I program and activities provided will be discussed. 3. Parent-teacher conferences will be held on the same day as the regular Classroom conferences. A discussion of the child s progress as well as suggestions for parental help will be covered. 4. Parents will be invited to stop in and observe the Title I program anytime. 5. The Title I personnel will be readily available and happy to make an appoint- ment with any parent to discuss any questions or concerns. 6. Progress reports will be sent to the parents quarterly along with the regular Classroom reports card. These reports will discuss how the child is doing. 7. A newsletter will be sent out monthly. This will explain what each Title I group has been doing that previous month. 8. A copy of the North Mercer R-III Title I Reading and Math Program Hand- book will be given to all Title I parents/guardians of qualified students, which includes the Parent Involvement Policy. Evaluation of the Parental Involvement The North Mercer R-III Title I program will evaluate their parental involvement and encourage activities that increase parental participation. We will utilize the following methods: 1. Provide parents with an opportunity to give input during meetings. 2. Hold parentteacher conferences during the school parent-teacher conferences. 3. Provide sign-in sheets for all parent meetings and conferences. Attendance will show the effectiveness of parental involvement. 4. Provide family involvement through classroom visitation, family night, and annual meeting. 5

7 Complaint Procedures The procedure of complaints will be processed accordingly to the step-by-step procedures as outlined in the Title I Manual of Operational Policies and Guidelines. 1. A complaint will be presented orally or informally to the principal. If the complaint is not properly resolved, it will be reduced to writing and submitted to the principal. 2. Within five (5) workdays of receiving the written complaint, the principal will render a decision in writing to the complainant and the person or persons originally involved in the complaint. 3. Within five (5) workdays after receiving the decision at Step 2, the complainant may appeal the decision in writing to the Superintendent. 4. The Superintendent will, within five (5) workdays of receipt of the appeal, investigate and render a decision in writing to the complainant, the principal, and the person originally involved in the complaint. 5. Within five (5) workdays after receiving the decision at Step 4, the complainant may appeal the decision to the Board of Education. 6. The Board will schedule the matter for a hearing at the next Board meeting, following receipt of the appeal. The Board will render a decision within fifteen (15) workdays after the hearing and record its decision in the official minutes. Copies of the decision shall be given to the complainant, the principal and to the person or persons originally involved in the complaint. The decision of the Board of Education will be deemed final. 7. In the case of complaints concerning District Title I Complaint Procedures, the complainant may appeal the Board s decision to the Title I E.S.E.A. section of the Department of Elementary and Secondary Education within fifteen (15) working days of the Board of Education s decision. The DESE s decision will be final. 6