Oyster River Cooperative School District
Title I School Plan Components 2021-2022
Program Abstract
The Title 1 Program activities for ORCSD include 1 Title 1 teacher for reading and mathematics in grades K-4. The teacher is fully integrated into our staff, receives professional development opportunities from the school district, attends weekly meetings and consultations, and provides services to the students in the class and outside the class. The program is developed to both supplement the classroom instruction, provide additional opportunities for instruction and practice, and to provide intervention based on student’s learning needs.
Program Structure
All structural elements should be tied to the needs assessment (e.g., common pages data)
I. Student Selection
Describe your two-step process for selecting Title I students.
- How is the pool of educationally disadvantaged students identified?
ORCSD has developed an eligibility checklist for identifying students for reading and math at each grade level. Please see the attached eligibility checklists and selection process.
2. How will you select the neediest students?
Please see attached eligibility checklists and selection process documents. Students who are homeless receive the highest amount of points and are selected immediately. The remaining criteria is academically based with assessments, observation, and teacher input.
II. Supplemental Support
Describe how your Title I instructional program is in addition to the Title I student’s basic reading/math program that is delivered by district staff. We need to know from your description that the Title I program services are supplemental to what the child is required to receive by law. In order to be in compliance with the law, your program must be able to identify how the services provided by the Title I staff to Title I students are in addition to what every other child receives as part of his/her basic education.
Title 1 services are provided as a supplement and/or intervention to the classroom instruction. Students receive their classroom instruction (Tier 1) from their classroom teacher and supplemental/intervention services are provided by the Title 1 teacher. The Title 1 teacher and classroom teacher consult on a regular basis, mainly weekly about the instruction and progress. The communication is a key factor to the student’s success and generalization of skills. Title 1 instruction is NOT replacement instruction.
III. High Quality Instructional Strategies
Respond to the following:
1. Describe how your instructional support model uses only research-based strategies for improving achievement of your Title I students.
Our instructional support model includes the use of research-based strategies, methodology and instructional materials. Our literacy specialist and math coach work closely with the Title 1 teacher and classroom teachers. Our literacy specialist and math coach provide professional development in high quality instructional practices for direct instruction, modeling, and small group work. Professional development in district and out of district must be based upon research-based strategies and is approved by administration prior to the teacher’s participation.
2. Describe the curricula you have chosen to support your Title I students. Explain how it is accelerated and of high quality and will assist Title I students to reach the standards set in the State’s curriculum frameworks.
ORCSD and NH have adopted the Common Core State Standards. We provide instruction based on these standards. The school district uses a Guided Reading Model using Fountas and Pinnell and Wilson Fundations for Literacy and the Eureka Math Program for all students. The Title 1 teachers provide supplemental support, extra practice, and additional strategy teaching within this program. If students need an additional intervention in addition to the classroom instructional program, the Title 1 teacher, math coach/literacy specialist, and classroom teacher review data to determine what research-based program is needed to address the Common Core Math Standards so students are making progress towards meeting the grade level standards.
3. Describe how you have minimized removing children from the regular classroom during regular hours for instruction. If you do pull students out of class, describe how you will ensure that they are not missing direct instruction from the classroom teacher.
Classroom teachers and the Title 1 teacher consult weekly or bi-weekly. The schedule is developed so students are not missing their core instruction for reading, math or another curricular area. We value and recognize the importance and legality of classroom teachers providing the direct instruction in the classroom (Tier 1). This is a non-negotiable.
4. Include the strategies you will use to provide extended learning time for your Title I students. (This is not a requirement for Targeted Assistance Schools, but it is a priority for all Title I schools.)
Extended learning time may be offered before school, even though it is not required for our Targeted Assistance School. Students may be invited in early and are provided with extra practice through individual and small group activities. Summer programming may also be offered for students who have received Title 1.
IV. Parent Involvement
Describe your plans for increasing parental involvement for this school year. Also, how are parents involved in the planning, implementation and evaluation of this grant?
Our Title 1 teacher, classroom teachers, and the School Principal plan parent and student nights throughout the school year. There are generally 2-4 activity nights coordinated for the students and parents. The night includes a meal provided by the school district, education and explanation of how the Title 1 program works and delivers services, and sample activities for parents and their students to do together. This gives parents awareness, education, and tips for practicing at home. Classroom teachers, Administrators, and the Title 1 teacher attend these parent involvement nights. The district may offer these virtually or in person.
Parents and staff complete surveys and provide feedback in regards to the program and grant each year. This is collected via formal feedback (written), feedback from the Parent Nights, and informal and formal feedback from staff.
V. Professional Development
Describe any professional development activities funded by Title I. Who will participate and how do the activities support the educationally disadvantaged population? Include your evaluation component. How do these professional development activities relate to your PD Master Plan and your district’s Technology Plan?
Some professional development is provided by the grant for the Title 1 teacher or classroom teachers who provide instruction to Title 1 eligible students. Professional development is also provided by the school district (local budget). PD must be in line with the School District’s Strategic Plan and there is an approval process for PD for all staff in the school district (included in the School District’s PD Master Plan).
VI. Coordination with the Regular Classroom
Describe your steps to ensure that instructional planning for participating students is incorporated into their existing school program. We need to know specifically how and when this coordination happens. If the coordination seems random or inconsistent, your application will not be approved until regular and timely coordination is designed. Describe your record keeping procedures to document this coordination.
Coordination between the classroom and Title 1 teacher is weekly/bi-weekly and scheduled. Title 1 has time in their schedule and has hours outside the school day to allow for coordinated co-planning time. The Title 1 teacher and classroom teachers take notes during their consultation meetings and review lesson plans together.
VII. Collaboration with Other Programs
Describe your strategies to ensure collaboration with other programs (i.e., migrant education, special education, ESL, Homeless Education Program, Head Start, Even Start, adult education, violence prevention programs, nutrition programs, housing programs, vocational and technical education, and job training).
The Director of Student Services oversees Title 1, ESL, Homeless Education (with the Assistant Superintendent), and Special Education. Coordination between other programs comes first at the building level and then at the central office level. When a variety of service providers are working with a student or family, meetings/consultation and parent outreach is coordinated. The school district also supports families using our district End 68 Hours of Hunger program, which is a school board supported committee. The School District Counseling Director assists in coordinating with outside supports and services including housing programs, job training, and vocational and technical education. All administrators regularly meet and there are up to three formal meetings per month.
VIII. Program Evaluation
Plans for a program (not individual student) evaluation of how the Title I program performed.
Program evaluation is part of our Title 1 program. Formal and informal feedback is gathered from classroom teachers, Title 1 teacher, parents, students, staff, and administrators.