Title I FAQ (Frequently Asked Questions)
Students are assessed at the beginning of the school year to help us determine what reading level they are instructionally at. DIBELS is a district assessment that all students receive as a “screener” to tell us whether they are on track to read at grade level successfully. Those students whose DIBEL assessment shows they are below benchmark will then receive the Core Phonics Survey and/or the Qualitative Reading Inventory. The Core Phonics Survey measures phonics understanding from a basic to more advanced skill level. These phonic skills are necessary for mastery of future success in reading. The Qualitative Reading Inventory identifies a student’s reading level, determines areas of strength and areas in which the student is having difficulty, and is a documentation of growth. These areas include: phonemic awareness, phonics, fluency, accuracy, vocabulary, and comprehension.
What is the reason for these tests?
Research shows us that students need specific skills to be successful readers. This research has established what we call “benchmarks” that help educators know if a student is on track to read at grade level successfully. The earlier students receive additional reading support, the more successful they will be throughout their school career.
How does my student exit Title I?
When a student is successfully reading grade level material independently, they are exited from our Targeted Assistance Program. Success at grade level is determined by assessments over an extended time-frame to show a regular pattern of success. Students must have three points above the next benchmark.
How often are students monitored?
Students progress is monitored weekly for reading. The measures utilized vary based on grade and time of year. Teachers meet in grade level teams every 4-6 weeks to analyze student progress and the effectiveness of instruction. Teams reflect and change instruction based on student data.
Students are benchmarked assessed three times a year.
What does my student’s Targeted Assistance group do?
How does it fit with the reading instruction they get in their classroom?
We instruct students in small groups. This creates a more individualized way for us to work with your student on the skills they need the most help with. There are a variety of curriculum that we use in Title 1A. Some of these programs include My Sidewalks, Reading Mastery, Quickreads, Sound Partners, Lexia Core 5, Phonics for Reading, Rode to the Code, The 95% Group, Read Naturally, Zoom In, Super Speed 100, and The Six Minute Solution.
How can I help my student at home?
- Ensure that your child has interesting appropriately leveled books at home to read outloud daily, that they enjoy reading.
- When reading together, read words they don’t know. This allows your student to start making connections to words and their meanings or to strengthen the connection they already have.
- Read while cooking, driving, shopping- anywhere you see words!
- Learn the sight words for each grade level. Make flashcards and practice daily.
- Help your child to see words inside of other words.
- Work together on blending words instead of always sounding out single sounds.
- Have them listen to books on “tape.”
- The public library is a terrific resource.
- Encourage your child to talk about their reading.
- Read aloud to your child books that they are motivated to read yet are not reading fluently and accurately independently.
- Play board games, and other dice, card, number games with your child.
- Encourage your child to help cook and prepare meals with you.
- Lexia and Edcity at home! Log on for 10-20 minutes.