Lovell Middle School Title I Procedures
Students who have not been identified as a student with a disability but still need Tier II or III assistance in reading or math, may become Title I students.
For Lovell Middle School, this means they may be enrolled in an “extension” class. The following are possible tools that may be used in a math, reading or writing extension class:
Math Reading Writing
IXL System 44 IXL
Moby Max Read 180 6 Traits of Writing
Kahoot/Quizlet Live Read Naturally Live Daily Language Practice
Teacher-made lessons/games Vocabulary/Word work Text Structure Writing
Khan Academy AceReader Timed Quickwrites
Quizlet Explicit convention lessons
Title I Identification - Students are identified as needing Tier II or III assistance based on several data points:
WY-TOPP (Interim and Summative)
Students who are below grade level in these areas may be placed in an extension class. Students who are borderline are placed in a co-taught class for reading and math, but not yet considered Title I.
English/Language Arts (ELA) and math data teams (PLCs) meet quarterly to determine if students are correctly placed or need to be moved into or exited from an extension class.
Progress Monitoring - Students in an extension class are progress monitored at least twice a month using aimswebPlus. This data is reviewed by the Title I paraprofessional and the teachers of the extension classes. Once a month the ELA extension teachers review this data, as well as program data or other student data listed above to decide if the current instruction is appropriate or should be adjusted. They confer with the classroom teachers of individual students as needed.
Exiting - For a student to be exited from Title I, he/she must be proficient for most of the above assessments. The team reviews the data quarterly; however, students who are exited from an intervention will remain “Title I” for the next term. This is so the team will continue to monitor the student to determine that intervention supports are no longer needed. If the team believes the student needs supports again, the student may be pulled back into an intervention. If the student is maintaining proficiency, he/she will then be exited. There is a transition process for students who are not ready to exit, but are entering Lovell High School.