TITLE I PARENT INFORMATION
Title I at Dodge City Middle School |
STANDARDS
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Title I is a federally funded program that aims to support learners in meeting the State's academic standards. Title I funds are used to provide services for students identified as needing assistance in meeting grade level expectations. Title I supplements the district's regular educational programming. The goal of the Title I program is to help students meet Kansas challenging academic standards. Title I services are available in Reading and Math at Dodge City Middle School.
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Title I Annual Parent Meeting |
ANNUAL PARENT MEETING INFORMATION
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The Title I Program is required to have an annual meeting with parents so that we can provide assistance to parents in understanding the State's academic content standards and student academic achievement standards, State and local academic assessments, the requirements of Title I and how to monitor a child's progress. This meeting is held in August during enrollment of each school year. If you were unable to attend this meeting, please view the video presentation that was used for the parents.
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PowerPoint Presentation
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TITLE I ORIENTATION INFORMATION
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We would like to invite you to our first Title I parent meeting of the 2017-2018 school year which will take place throughout the day on Thursday, August 3 during enrollment. The Title I parent meeting will be held as a come and go event in the school auditorium. The event is designed to provide a short orientation to the Title I program at Dodge City Middle School. We are asking all parents to stop by the Title I orientation booth to receive information. The orientation presentation will provide information on the Title I handbook, program offerings, parent involvement, overview of parent compact and how students qualify for services. All parents and students who attend the orientation will be provided with an App to view ongoing information about the program.
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How are Students Identified for Title I
Although funding for Title I is related to the number of students who receive free or reduced price meals, participation has nothing to do with economic status. Students are selected to receive Title I services based on a number of factors, including performance on standardized tests, classroom assessments and teacher recommendation. Title I is not the same as Special Education.
What Kind of Assistance is Provided
Title I services are provided by licensed staff. Students may be seen in small groups and selected to attend special courses during the day or after school. Specific skill areas are targeted, depending on students' needs. This support is in addition to the instruction students receive in the general education classroom.
How are Parents Notified of Services
Parents are notified by the classroom teacher when their child qualifies for Title I support. Families are encouraged to discuss their child's strengths and needs with the teacher. A partnership between home and school is important in student learning. This compact illustrates that everyone has a part to play in student success! A parent permission form and school compact is signed by the parent, classroom teacher, and Title I teacher.
How are Parents Notified of Student Progress
All parents are informed of the child’s progress through school conferences and report cards. In addition, it is important for parents to attend the Title I Curriculum Nights. Finally, the Title I teachers also send home e-mails and newsletters to inform the parents of the concepts and skills that are worked on during the supplemental time with their child.
Title I Programs & Tier Intervention
The goal of Dodge City Middle School Tier Interventions Plan is to close the achievement gap as quickly as possible. Students who do not make adequate progress in Tier I instruction will receive more intensive Tier placement services within the regular school day. The Tier Interventions Plan will include programs, strategies, and procedures that provide a support to accelerate learning as outlined in this guide.
When addressing problems for a student or group of students, educators use the four stages of problem solving to systematically (1) identify the expected skill(s) the student or students is/are expected to perform (i.e., replacement behavior), (2) determine what factors are inhibiting performance of the target skill(s), (3) develop and implement a plan to remove barriers to learning, and (4) evaluate student RtI.
When addressing problems for a student or group of students, educators use the four stages of problem solving to systematically (1) identify the expected skill(s) the student or students is/are expected to perform (i.e., replacement behavior), (2) determine what factors are inhibiting performance of the target skill(s), (3) develop and implement a plan to remove barriers to learning, and (4) evaluate student RtI.
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TIER III READ 180 TEACHER
Grade 6-8
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ELA Seminar (42 minutes – Outside of the Core Instruction) Read 180
Tier III classes last for nine weeks and provide an additional 42 minutes of intervention on specifically targeted skills. This class addresses 3-5% of students who have received Tier I instruction and Tier II intervention and continue to show marked difficulty in acquiring necessary reading skills. It could also include students who are 1.5 to 2 years behind and require the most intensive interventions will receive Read 180 or system 44 services. Students at this level will receive daily, intensive, small group or individual intervention targeting specific areas of deficit in reading, which are more intense than interventions received in Tier II. These services are “in addition to” & never “instead of” Tier II intervention with the focus placed on fewer high priority skills during lessons. One-on-one or small group instruction is a mandatory instructional provision which includes giving students feedback based on their individual responses and teaching students to mastery based on individual learning progress. Regular student progress monitoring will be used to determine growth and to assess whether the program is on course and to determine whether a team of professionals needs to refine the instructional program to enhance achievement growth.
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TIER III MATH SEMINAR TEACHER
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Math Seminar Grade Grades 6 – 8
Tier III classes last for nine weeks and provide an additional 42 minutes of intervention on specifically targeted skills. This class addresses 3-5% of students who have received Tier I instruction and Tier II intervention and continue to show marked difficulty in acquiring necessary math skills. It could also include students who are 1.5 to 2 years behind and require the most intensive interventions. Students at this level will receive daily, intensive, small group or individual intervention targeting specific areas of deficit in math, which are more intense than interventions received in Tier II. These services are “in addition to” & never “instead of” Tier II intervention with the focus placed on fewer high priority skills during lessons. One-on-one or small group instruction is a mandatory instructional provision which includes giving students feedback based on their individual responses and teaching students to mastery based on individual learning progress. Regular student progress monitoring will be used to determine growth and to assess whether the program is on course and to determine whether a team of professionals needs to refine the instructional program to enhance achievement growth. |
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TIER II TITLE I MATH TEACHERS
Grade 6 Math Raul De La Torre
Grade 7 Math Deb Nystrom Grade 8 Math Pat Mercado |
TIER II MATH (64 minutes – Within the Core Instruction) Grade 6-8
This intervention program is for students who are performing at the basic level, who occasionally struggle with the College & Career Readiness standards introduced in core math instruction. These classes will focus on specialized corrective activities to help students overcome whatever learning difficulties they may be experiencing. Students will receive specific instruction that focuses on key skills in a co-teaching environment or they will receive additional paraprofessional support within the 64-minute block. During these classes, students will receive a modified core curriculum along with mini class sessions to close the individual learning gaps. To provide greater focus to Tier II instruction, teachers can adjust the overall lesson pace in order to provide more intensive instruction. Student progress will be monitored regularly with charting to check growth patterns. |
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TIER II TITLE I MATH TEACHERS
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TIER II English/Language Arts (64 minutes – Within the Core Instruction)
This first layer of additional support, Tier II, focuses primarily on providing increased opportunities to practice and learn skills taught in the class setting. This intervention program is for students who are performing at the basic level, who occasionally struggle with the College & Career Readiness standards introduced in core ELA instruction. These classes will focus on specialized corrective activities to help students overcome whatever learning difficulties they may be experiencing. Students will receive specific instruction that focuses on key skills in a co-teaching environment or they will receive additional paraprofessional support within the 64-minute block. During these classes, students will receive a modified core curriculum along with mini class sessions to close the individual learning gaps. To provide greater focus to Tier II instruction, teachers can adjust the overall lesson pace in order to provide more intensive instruction. Student progress will be monitored regularly with charting to check growth patterns. |
