Interview school administrator or the school or school divisions Title 1 Coordinator. From the interview respond to the following questions:
- What is the vision/mission statement for the program?
In Hanover County, Title 1 is considered a Supplemental Instruction Program. It provides financial assistance to schools with high percentages of children from low-income homes to help insure that all children meet challenging state academic content and achievement standards. Since this program aims to supplement the high quality instruction that is already in place in classrooms, there is no separate vision/mission statement. The vision/mission is the same as the school division’s and the particular school who receives the supplemental instruction.
- How is the vision/mission statement being accomplished?
Schools who have this supplemental instruction are able to have the funds to hire additional staff instructional staff and purchase extra resources to help students master grade level reading and math skills. The following are examples of resources these funds help provide; additional Reading Specialists, Reading and Math Resource teachers, Instructional Assessment Resource teachers, trainings, additional instructional materials/equipment, family engagement activities, and professional development opportunities.
- What are the requirements or certification for the staff working in the Title 1 program?
There isn’t really any special requirements/certifications for staff working in the Title 1 program in Hanover County. Most of the specialized staff has a K-5 teaching degree like the rest of our faculty. The core Reading Specialists for each school as well as the supplemental specialists have their master’s in reading. The core Reading Specialists work with the entire school population. The supplemental specialists only work with the students who have been identified as Title 1. They also have training in Reading Recovery. The Reading and Math resource teacher is a classroom teacher who has shown to be a master of reading and math interventions. These staff members are primarily used to give direct supplemental math instruction to eligible students since the schools already have extra reading specialists. The Instructional Assessment Resource teacher has a firm foundation in data analysis. Their job is to assist administrators and teachers with the analysis of assessments and assessment data to guide instructional decision making for eligible students. Based on the data, they work with school faculties to plan and carry out small group instruction in the areas of reading, math, and problem solving.
- What are the student eligibility requirements for entrance into the program?
Eligible students are not only those who are identified as in poverty but those who are most at risk for failing to meet state achievement standards in reading and/or math. Student eligibility requirements for Hanover County are as follows:
- PALS performance results (K,1,2)
- Reading Level (K-5)
- Fountas & Pinnell BAS (K-5)
- Reading Recovery Observational Survey
- SOL Assessments (3-5)
- Report Card Grades (K-5)
- Division Level Benchmark Scores (3-5)
- Parent Recommendations (K-5)
- Teacher Observations (K-5)
- What measures are used to determine students success and exit from the program?
The above measures are also used to show students’ success. Students are withdrawn from Title 1 Supplemental Instruction under the following circumstances:
- When a student is able to read on grade level and not need Reading Recovery.
- When the child’s achievement is consistent with his/her capability based on evaluations done by the Supplemental Reading Specialist, Reading and Math Resource teacher, and/or the classroom teacher as well as based upon local and/or state assessments.
Interesting fact that I learned from my interview with our Director of Federal Programs:
Hanover has 2 Title 1 Schools and 2 Skipped Schools. Our Title 1 Schools receive federal funding while the Skipped Schools are funded by the school division.