Title I

Schools that have at least 40% of students eligible for free or reduced-price lunch may operate as a Schoolwide Title I Program. This designation allows the school to use Title I funds to support all students, rather than only a specific group.

Beginning the 2025.2026 school year, all Lovell schools have been approved as Schoolwide Title I Programs, which means every student can benefit from the additional resources and support provided through Title I.

• Lovell Elementary School – Schoolwide Title I
• Lovell Middle School – Schoolwide Title I
• Lovell High School – Schoolwide Title I

Our Title I funding helps us provide additional support in reading and mathematics, using research-based programs that strengthen foundational skills and help students grow academically. Programs supported by Title I funds include:

• Title I Teachers @ LES
• LES Counseling Services
• LHS Graduation Coach
• LHS Support Paraprofessional
• LMS Lab Classes
• One Book, One School

These programs allow us to offer interventions, small-group instruction, and additional resources to help students succeed.

State and district report cards share important information about student achievement, school performance, and educator qualifications. These reports help families understand how well our schools are serving students and where improvements can be made.

A well-informed community plays a vital role in supporting school improvement. By reviewing this information, parents and community members can partner with us to help every student succeed.

To view our Parent Family Engagement Policy, our Parent-School Compact, and our State and District Report Cards, please visit the following links:

• Parent Family Engagement Policy
• School Parent Compact
• State & District Report Card

Identification: A student may be identified as in need of Tier 3 intervention in reading, math, or behavior. An informational letter will be sent home to inform parents of the following: 1) the area requiring intervention, 2) the intervention being implemented, and 3) the frequency and duration of the intervention.

Identification tools 

• FastBridge
• WY-TOPP 
• Common Summative Classroom Assessments 
• American Reading Company's Independent Reading Level Assessment®
• SABERS (Behavior progress monitoring tool included in FastBridge) 

Intervention: Tier 2 interventions are provided in each grade-level classroom, as appropriate and as determined by formative and summative grade-level assessments. Our RTI (Response to Intervention) time for each grade level is Tier 3 intervention time. Each grade level has between 30-60 minutes of intervention time built into their schedules. These groups are formed based on data from the Independent Reading Level Assessment for reading and FastBridge data for math. RTI Groups are generally small, and lessons are targeted to students' needs. Students move to other groups when data demonstrates that skills are mastered. 

Progress Monitoring: Students are progress monitored regularly through FastBridge and other tools to ensure that the student is receiving appropriate instruction. 

Exiting: Once a student is at grade-level reading, he/she no longer receives the above interventions, but continues to be monitored to ensure he/she is maintaining appropriate growth. There is a transition process for students heading into Lovell Middle School so that appropriate services continue.

• Go to the LES Library page on Helpful Links for Homework or Fun here
• BrainPopJr. is another helpful site when you set  up a free account.
• Don't forget our local and state library system for help! This site provides tips for parents to help their child's reading.

Students who have not been identified as a student with a disability but still need Tier 3 assistance in reading or math, may be enrolled in an “extension” class. The following are possible tools that may be used in a math, reading or writing extension class: 
 

Identification: Students are identified as needing Tier assistance based on several data points:

• FastBridge benchmarking
• WY-TOPP (Interim and Summative)
• Classroom assessments
• Teacher judgment
• Extenuating circumstances/referrals 
• SABERS (Behavior progress monitoring tool included in FastBridge) 

Students who require Tier 2 interventions may be placed in a co-taught class for reading and math.

English/Language Arts (ELA) and math data teams (PLCs) meet regularly 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 FastBridge. This data is reviewed by the teachers of the extension classes. Each semester the math/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 Tier 3 interventions, he/she must demonstrate proficiency on multiple assessments. The team reviews the data quarterly; however, students who are exited from an intervention will continue to be progress monitored during the next term. If the data shows that the student is not continuing to make progress, the student may return to the extension class. If the student is maintaining proficiency, he/she will return to triannual progress monitoring. there is a transition process for students who are not ready to exit but are entering Lovell High School.

• Go to the LMS Library page on Helpful Links for Homework and Learning here.

Students who have not been identified as a student with a disability but need Tier 3 assistance in reading or math, may be enrolled in an intervention ("lab") class. The following are possible tools that may be used in a literacy or math lab class:
 

English Language Learners (ELL) are placed in their classes based on their WIDA scores. Students who pass the WIDA assessment and are reading at grade-level, may not be placed in an intervention class, but will be monitored for four years.

Identification: Students are identified as needing Tier 3 assistance based on several data points:

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

Students who require Tier 2 interventions may be placed in a co-taught class for reading and math.

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 lab classes, he/she must demonstrate proficiency on multiple assessments. The team reviews the data quarterly; however, students who are exited from an intervention will continue to be progress monitored. This is to ensure that intervention supports are no longer needed. If the team believed the student continues to need support, the student may be scheduled for a lab class. If the student is maintaining proficiency, he/she will not be enrolled in a lab class.

• Title I Flow Chart LHS
• Title I Monitor

• Go to the LHS Library page on Helpful Links for Homework and Learning here