Title IA, Part A
Title I, Part A: Fair-Mont-Egan School Program
Fair-Mont-Egan School (FME) sponsors a Targeted Assistance Title I Program. Title I, Part A is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. Title I funds may be used for a variety of services and activities, most commonly for instruction in reading and mathematics.
The term targeted assistance signifies that the services are provided to a select group of children, those who are at most risk of failing, to meet the state's challenging content and student achievement standards, rather than for overall school improvement.
The targeted assistance program must:
Use Title I resources to help participating children to meet the states challenging student academic achievement standards expected for all children;
Ensure that planning for students served under Title I is incorporated into existing school planning;
Use effective methods and instructional strategies that rely on scientifically-based research that strengthens the core academic program of the school;
a. Help promote an accelerated, high-quality curriculum;
b. Minimize removing children from the general education classroom during regular hours for instruction provided under Title I;
Provide instruction by highly-qualified teachers and paraprofessionals;
Provide opportunities for professional development using Title I resources and other sources, for teachers, principals, and paraprofessionals, including, if appropriate, pupil services personnel, parents, and other staff working with participating students in the program; and,
Provide strategies to increase parent involvement, such as family literacy services.
To ensure FME is meeting the needs of its students and families, several surveys are sent each school year. These surveys include a comprehensive needs assessment (CNA), a sense of belonging survey, and as needed, planning surveys regarding program components.
The CNA gives the school district needed information regarding strengths and weaknesses of the overall program. The results drive the whole program and can be found in the Integrated Strategic Action Plan (ISAP) as required for accreditation. FME’s accreditation scores are amongst the highest in the Flathead Valley.
Title I, Part A: Identification of Students
The school identifies eligible students through assessments. The benchmark assessment for FME is the iReady Diagnostic given four times yearly at the beginning of the year and at the end of each trimester. The results are shown by overall achievement in the main strands of reading and math.
After each diagnostic window, the intervention team meets to determine eligibility for students throughout all grade levels, K-8. The Academic Response Plan guides the determination of placement in Title IA services. Students who score at less than the 30th percentile nationwide in reading or math may be eligible for Title I, Part A services. The intervention team looks at all assessments and discusses with the classroom teacher to determine final eligibility.
Students who are homeless or in foster care are automatically eligible for services.
Once placed in Title IA, students are closely monitored to ensure they are making sufficient progress. Data is collected and reported to the intervention team at the end of the trimesters as well as in progress reports for the families six times per year. The child may exit Title IA services when the child demonstrates a continued proficiency above the 30th percentile nationwide.
Title I, Part A: Curriculum and Instruction
At FME, curriculum and instruction is data driven and explicit. This means the teachers use direct instruction (I do, we do, you do) and constantly collect and analyze data to inform their practice. Students in all subjects, at all grade levels, are to be taught using the adopted, standards based curricula. In all pull-out interventions, teachers use the adopted, evidence based curricula, including:
Reading: SIPPS - Systematic Instruction in Phonological Awareness, Phonics, and Sight Words
Reading: Rewards - fluency, vocabulary knowledge, and comprehension skills
Mathematics: Bridges in Mathematics
Title IA eligible students receive interventions for 30 minutes each school day, per necessary subject. Students are pulled from their general education class at a time least likely to disrupt the regular instruction. Students are rarely pulled during music, art, or physical education as FME values “specials” in educating the whole child.
As requested by families and often offered by the Title IA teacher, additional reading practice activities will be sent home. This helps accelerate student achievement.
Occasionally, if a student makes little to no progress, the interventions are good evidence that there may be a need for evaluation to determine the likelihood of a learning disability. The referral is made by the general education teacher.
Title I, Part A: Family Engagement
It is important that FME’s program be evaluated each year to ensure it continues to be effective and meet the needs of the students and families. Here is FME’s yearly plan for family engagement:
Fall: An introduction to the new year’s plan for Title IA services
Winter: A family literacy event
Spring: A Title IA program review
As well, the many activities and events available to FME families can be found in the Family and Community Engagement Plan 23-25.
Title I, Part A: Professional Development
Teachers and paraprofessionals regularly receive professional development on the curriculum and instructional strategies that are vital to the success of student achievement. As well, the school’s instructional coach provides feedback and support to ensure their practices are effective.