Title I

Title I is the nation’s largest federal assistance program for schools, its primary goal being to help every child get a high-quality education and meet academic standards. Title I resources are directed towards students who need them most, helping children be successful in school.

Any student who is not older then 21, has not yet met the appropriate grade level standards, and is entitled to a free public education, is eligible to participate in Title I. The program typically serves about 10% of a schools total population, thus making school prioritization of students necessary using the following criteria and Prioritization Matrix:

  • Universal Screening (Assessing all Students)
  • Teacher or Parent Recommendation (K-2)
  • Students Achievement Data (Idaho Standards Achievement Test, Idaho  Reading Indicator, District Standards Assessment)
  • Prioritization Matrix (Targeted Assisted Schools Only)

Some students automatically qualify for services.  If a student is designated as one of the following they automatically qualify for services:

  • Migrant Students
  • Homeless Students

If the Migrant or Homeless Student who is already meeting State Standards for their assigned grade level does not require services, but remains at the top of the prioritized list.


No Child Left Behind requires that programming for Title I must be researched based and shown to improve the academic achievement of at risk children.  Our programming is delivered in one of two ways; Push-in, where a Title I Teacher and Paraprofessional work in the child’s regular classroom, or Pull-Out, where the students leave the classroom to receive intervention help. Generally in 1st through 5th grade the intervention sections are 40 minutes long, with a 20 minute computer based intervention and 20 minute based small group intervention. The district has outlined the computer based interventions, but during the small group intervention the Title I teacher selects programming and instructional practices that are approved and will best meet the needs of their students.

Our district has reviewed and identified the following programs and strategies to be used in all of our Title I Schools.

  • Waterford Early Literacy (1st-2nd Grade)
  • Pearson SuccessMaker (3rd-7th Grade)
  • Plato Pathways (3rd-7th)
  • Take Aim
  • Step-Up to Writing
  • Rewards
  • Open Court Reading Interventions
  • StoryTown Intervention Station
  • Standards-based Teacher Interventions
  • Dr. Robert Marzano’s Classroom Instruction that Works


One of the critical components of a successful intervention is having quality assessments to track the progress of students.  This assessment information is compiled into two types, benchmark assessments and progress monitoring assessments. Benchmark assessments are conducted three times a year and are meant to be snapshots of overall performance.  Progress monitoring assessments are administered frequently to show ongoing improvements. We have outlined the assessments used in Title I as follows:

Benchmark Assessment


  • Letter Naming (CORE Part A-B)
  • Letter Sounds  (CORE Part C-D)


  • Phoneme Segmentation (CORE Phonological Part C)
  • Decoding (CORE Part E-K)
  • Reading Fluency (Masi-R)


  • Decoding (Core Part E-K)
  • Reading Fluency (Masi-R)


  • Reading Fluency (Masi-R)
  • Reading Comprehension (Reading Maze)
  • Vocabulary (Core Vocabulary)


  • Reading Fluency (Masi-R)
  • Reading Comprehension (Reading Maze)
  • Vocabulary (Core Vocabulary)


  • Reading Fluency (Masi-R)
  • Reading Comprehension (Reading Maze)
  • Vocabulary (Core Vocabulary)


  • Reading Fluency (Masi-R)
  • Reading Comprehension (Reading Maze)
  • Vocabulary (Core Vocabulary)


  • Reading Fluency (Masi-R)
  • Reading Comprehension (Reading Maze)
  • Vocabulary (Core Vocabulary)

Progress Monitoring Assessments

  • Waterford Reading Progress Report
  • SuccessMaker Progress Report
  • AimsWeb Progress Monitoring Probe
  • Teacher created assessments

Professional Development

One of the areas that is vital for the success of any intervention and implementation of a program is ongoing professional development.  We have an Annual Summer Institute for all Title I personnel and the monthly trainings on the following areas:

  • Parent Involvement
  • Compliance
  • Instructional Practices
  • Data Teams (Monthly Evaluation of the Program)
  • Instructional Programming

This training includes both the Title I teachers and their paraprofessionals.  This is part of our continued support in maintaining highly qualified staff in the area of Title I.

Parental Involvement

This is a critical component to No Child Left Behind we strive to include parents in all aspect of their child’s interventions.  We provide Parent-Teacher Conferences to discuss progress that the students are making.  We also help parents make an informed decision regarding school choice or supplemental educational services where applicable.  The district also requires four parent information meetings focused specifically on the Title I program, School-Parent Compact, Parent Involvement Plan and policy review, and transitions meetings. The district provides a vast amount of information for parents on their No Child Left Behind Parent Portal. Other ways that we include parents are as follows:

  • Provide parenting classes such as Love and Logic
  • Encourage parents participation on the school’s and district’s Continuous Improvement Plan (CIP)
  • Parents participate in on our District’s Leadership Team
  • Parents participate in our annual Federal Program’s Self-Assessment

Program Evaluation

Early each summer a program evaluation is completed for Title I.  The evaluation includes four components.

  • Federal Compliance – School’s or program directors provide all the necessary documents regarding compliance with federal law as outlined by the appropriate compliance calendars.
  • Program Goals – Each school sets a program goal at the beginning of each year using the SMART Goal’s process.  These goals are monitored monthly and then a final report is submitted outlining whether those goals were accomplished or not.
  • PowerWalk Through –  The Federal program director and assistants will collect monthly data from a walkthrough process to monitor that there is fidelity to the outlined program.
  • Self-Evaluation – Each spring the Title I teacher, Paraprofessionals, and Principal complete a short self-assessment of their program.