What is Title I?
Title I is a federally-funded program that allows students in elementary school to benefit from some extra direct instruction in Reading and Math. The Title I program is funded based on the number of students who qualify for Free and Reduced Lunch program please click this link to apply:
www.sau14.org/food-services/free-reduced-lunch At Epping Elementary School, students are assessed on Reading and Math skills several times throughout the year. When students' scores show areas of concern or when teachers feel extra instruction could benefit a student, then Title I Reading and/or Math may be recommended. Our goal is to provide high quality education for every child and assist each of our students in becoming proficient, confident and successful readers and math students who no longer need the extra support we strive to provide. |
Student Selection |
Parent Involvement |
Title I Reading: Epping Elementary identifies educationally disadvantaged students through a review of assessment results from NWEA, AIMS Web Plus, Fountas and Pinnell benchmark reading assessments, Wilson Fundations spelling assessments and other Reading tests.
Title I Math: NWEA, AIMSWeb Plus, and the Math in Focus unit assessments are used to identify Title Math students. For both Title Reading and Math, teacher referrals are also considered. The neediest students are selected based on total scores from referral forms and testing data. Migratory and homeless students are included based on information from family intake interviews and referrals made to the Student Teacher Assistance Team. The Title I Referral team (which includes representatives from Title I, classroom teachers and special education) meets once per month to review data and make recommendations along with classroom teacher input to Title I. Supplemental SupportEpping Elementary School’s Targeted Assistance School Plan provides a variety of services that go above and beyond the school’s general curriculum:
1. Individual or small group tutorials. Title I’s Highly Qualified Teachers conduct individual or small group tutorials both within and without the regular classroom. Student to teacher ratios during these services is 1:1, 2:1 or 3:1-no more. Tutorials are scheduled beyond the regular reading or math block, not a substitute. Students still receive regular instruction in reading and writing in the classroom, then receive additional tutoring for up to 45 minutes per day. Lesson formats includes familiar reading, phonics, guided reading and writing. 2. Before and after school tutoring. Title I students may receive up to 45 minutes of tutoring in sessions held before or after school. These programs are limited to at-risk students. Instruction by Highly Qualified Staff
All teachers and instructional paraprofessionals paid out of Title I funds must meet the highly qualified requirements. All applicable Title I staff meet this requirement.
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To increase parent involvement Title I conducts parent informational meetings, sends home reports and meets with parents or caregivers to review student's progress.
There's also a Title 1 Corner in Epping Elementary's Cool News with Reading and Math Tips for parents and Title 1 events. Parents of Title I students are invited to take part in writing the grant, planning events and evaluating the grant at meetings and events scheduled throughout the year. Complete the Title 1 Parent Survey below: Professional DevelopmentThe Title I program funds Professional Development with the Literacy for All Conference in conjuction with Lesley University. Title I trains Title I tutors plus all teachers and paraprofessionals who teach reading. In math, Title I funds professional development for Math in Focus which supports the educationally disadvantaged population by improving core instruction by classroom teachers and paraprofessionals. Title I provides materials and programs for parents of at-risk students. Title I works with the PTO to conduct parent programs. Professional development activities also support the Epping SAU 14 District Master Plan and the Technology Plan.
Coordination with
the Regular Classroom The Title I program is coordinated with regular classroom instruction through the school’s Multi-Tiered Systems of Support (MTSS) program and through the school schedule. Coordination takes place through individual consults between Title I staff and classroom teachers and through the school’s grade level planning meeting called Curriculum Instruction and Assessment. (CIA) The school’s master schedule includes a CIA planning meeting every seventh day for grade level teams. These teams meet with special education and Title I staff to review assessment data, discuss instructional and intervention strategies and outline intervention plans. The teams also share Google documents and spreadsheets so that they can keep track of at-risk students and review notes of previous meetings. Between CIA planning sessions an MTSS coordinator helps individual teachers and Title I tutors develop intervention plans which are reviewed by the school’s MTSS team.
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Collaboration with Other Programs
Title I collaboration with other programs is facilitated through meetings of the Student Teacher Assistance Team, Multi-Tiered Systems of Support Team, Literacy Committee and Grade Level Teams which regularly meet to help provide and coordinate services for students in need. The teams include the school’s counselors, the building director of special student services, an English as a Second Language teacher, school nurse, administrators, classroom teachers and the Title I project manager and/or other representatives. The teams meet to identify and coordinate services such as transportation for homeless students, tutoring for ESL students, and access to local food pantries for migratory families. The school communicates with the Town’s welfare office and local agencies such as Rockingham Community Action and 68 Hours of Hunger. Epping Elementary School Title I also has regular meetings with the homeless liaisons from the Elementary, Middle and High School as well as the Director of Special Education Services to support the educational needs of all homeless and unaccompanied minor students.
High Quality Instructional Strategies
Title I reading includes direct instruction in a tutorial employing phonics, use of decodable texts and leveled reading. Instruction emphasizes word knowledge, fluency and comprehension and is integrated into writing. In mathematics, the tutors provide support with instruction from the Math In Focus program.
The reading curriculum is Learning to Read through Reading as well as the Lucy Calkin's Units of Study. Learning to Read through Reading trains teachers to employ multiple reading texts that match the instructional level of their students and thus enable them to accelerate a students progress. Books are high quality trade texts and leveled readers. |
Epping Elementary uses Wilson Fundations to strengthen core instruction and provide remediation. Title I also uses online tutorials to train staff and to use with students.
Epping Elementary minimizes removing students from classrooms during regular instruction. Students are not taught outside the classroom during core ELA and Math instruction time. Title I offers before and after school tutoring and a summer session. |
Students in Foster Care Protocol
Updated September 2017 submitted by Catherine Zylinski, SAU 14 Director of Student Services
Every student in the Epping School District receives high-quality instruction, supports and interventions they need to graduate high school prepared for the future. To the extent practical and as required by law, the District will work with students in foster care, their designated caregivers, and social workers to provide stability in school attendance and other services.
FOSTER CARE LIASON:
The Superintendent or his/her designee will work with the District’s Title I Coordinator to provide supports for students in foster care. The Liaison serves as the District’s point of contact with appropriate state, local and/or tribal welfare agencies (The Indian Child Welfare Act of 1978) to receive notification and share information regarding the status and progress of students in foster care.
The District Foster Care Liason, in conjunction with the building Principal/Assistant Principal and/or Title 1 Coordinator, will:
Updated September 2017 submitted by Catherine Zylinski, SAU 14 Director of Student Services
Every student in the Epping School District receives high-quality instruction, supports and interventions they need to graduate high school prepared for the future. To the extent practical and as required by law, the District will work with students in foster care, their designated caregivers, and social workers to provide stability in school attendance and other services.
FOSTER CARE LIASON:
The Superintendent or his/her designee will work with the District’s Title I Coordinator to provide supports for students in foster care. The Liaison serves as the District’s point of contact with appropriate state, local and/or tribal welfare agencies (The Indian Child Welfare Act of 1978) to receive notification and share information regarding the status and progress of students in foster care.
The District Foster Care Liason, in conjunction with the building Principal/Assistant Principal and/or Title 1 Coordinator, will:
- Ensure that students placed in foster care have full and equal opportunity to succeed in school.
- Ensure that students in foster care are enrolled and are able to continue at their school of origin if requested or in their best interest.
- Collaborate with the sending school to support transportation needs and manage transportation costs.
- Provide child centered best interest determination for school placement.
- Facilitate the transfer of records and immediate enrollment.
- Facilitate data sharing with child welfare agencies that is in compliance with FERPA and other student privacy legal requirements.
- Facilitate the referral for Special Education services as requested in court documents.
- Attend court hearings as ordered by court.
- Ensure that educational surrogates are requested when needed for the special education process.
- Coordinate all appeals of education based decisions for students in foster care in the district.
- Provide guidance to school staff on the educational needs of students in foster care.