Lovell High School Title I Procedures for Literacy, Math or Monitoring

Lovell High School Title I Procedures

English Language Learners (ELL) are automatically identified as Title I (if they are not already receiving other services) and placed in Read180. Once they pass the WIDA ACCESS, and if they are at grade level reading, they may not be placed in an intervention class, but will be monitored for four years. Other Title I students are McKinney-Vento or 504 identified.

Students who have not been identified as a student with a disability but need Tier II or III assistance in reading or math, may become Title I students. For Lovell High School, this means they may be enrolled in an intervention class. The following are possible tools that may be used in a literacy or math lab class:

English Language Learners (ELL) are automatically identified as Title I (if they are not already receiving other services) and placed in Read180. Once they pass the WIDA ACCESS, and if they are at grade level reading, they may not be placed in an intervention class, but will be monitored for four years. Other Title I students are McKinney-Vento or 504 identified.

Title I Identification – Students are identified as needing Tier II or III assistance based on several data points:

•         FastBridge benchmark assessments
•         WY-TOPP (Interim and Summative) (Wyoming State Assessments)
•         Classroom assessments
•         Teacher judgment

Students who are below grade level in these areas may be placed in a math or literacy lab class. Students who are borderline may be 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 a lab class.

Progress Monitoring - Students in a lab class are progress monitored at least twice a month using FastBridge. Occasionally the lab 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.