Title I Local Successes

  • Reading Recovery

    This pullout program provides intensive one-on-one tutoring for struggling first-graders. Reading Recovery teachers are highly trained teachers who have two semesters of university training to prepare them to work with students with reading problems. The goal is to teach the student to be an independent reader and writer who is able to work at grade level and continue improving without further remediation. Students receive a daily 30-minute individual lesson for 12 to 20 weeks. When students demonstrate that they can read within the average range of their class, their lessons are discontinued and new students begin individual instruction.

    Comprehensive Intervention Model (CIM)

    CIM is a small-group intervention model based on the theory and teaching strategies of Reading Recovery, and CIM is led by teachers trained in Reading Recovery. This model offers several levels of intentional teaching with three specific program formats:

    • Kindergarteners -- interactive reading and writing groups
    • Primary students (grades 1-3) -- guided reading+ groups
    • Intermediate students (grades 4-5) -- comprehension focus groups

     

    Leveled Literacy Intervention System (LLI)

    The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention designed for children who find reading and writing difficult. LLI is designed to bring students quickly up to grade-level competency in 14 to 18 weeks on average. It is based on some of the theory and strategies of Reading Recovery, but does not require Reading Recovery training. Title I program/curriculum specialists provide initial training and support for teachers using LLI.

    Numeracy Initiative: Add+VantageMR

    Add+VantageMR is appropriate for students in kindergarten through fifth grade, though it can also help with identifying specific areas of concern for struggling middle and high school students. AVMR gives teachers successful, proven strategies for working with mathematically-challenged students at all grade levels.

    Coaching/modeling best practices in instruction

    This is a method of ongoing professional development and support for teachers and students. A curriculum specialist is available in the school to help teachers assess students' needs, design appropriate instruction, model teaching methods and help teachers refine their teaching methods.

    Differentiated instruction

    This is a form of instruction that seeks to "maximize each student's growth by meeting each student where she is and helping the student progress." In practice, it involves offering several different learning experiences in response to students' varied needs. Learning activities and materials may be varied by difficulty to challenge students at different readiness levels, by topic in response to students' interests, and by students' preferred ways of learning or expressing themselves.