A Parent’s Guide to Title 1 * Hopkinton School District*
The Title 1 program at Harold Martin School is a federally funded program that is designed to support academically at-risk students in the area of literacy.
How is eligibility determined?
Eligibility is determined when beginning of the year assessment results and classroom performance fall below grade level. When a child is deemed in need of Title 1 services, with the permission and support of the family, students are recommended for the program.
How are Title 1 services delivered?
Students are provided with literacy support in a variety of settings. There may be in-class support or out-of-class support in a small group or one to one setting. These settings are determined on an individual basis. Planning for the instruction is done in a collaborative model with the Title 1 teacher and classroom teacher
Who are the Title 1 teachers?
Our Title 1 teachers are highly qualified, experienced teachers. Both have been classroom teachers and have decided to further their focus on literacy instruction. Both hold Masters level degrees in literacy education. Title 1 teachers work in collaboration with special educators, classroom teachers, and reading colleagues.
How long are children in the Title 1 program and how will I know if they have graduated?
Children are in the Title 1 program for varying lengths of time. Our goal is to help your child progress so that they are reading on grade level and their classroom performance is more independent. This occurs as different rates for different students. We make decisions on each individual student. You will always be notified of any change in your child’s programming. So, if the Title 1 teacher and classroom teacher feel that your child has made acceptable progress, you will be notified with paperwork to sign.
What assessments are done to monitor my child’s growth?
Three times per year each student at Harold Martin School is assessed in reading & writing. For reading, we use the Fountas and Pinnell benchmark and for writing skills, we use the Write Traits Rubric by Vicki Spandell. We also give the STAR assessment test twice per year for both reading and math. All of these assessments, in addition to weekly running records and classroom observations, contribute to making instructional decisions and determining progress.
How can I support my child at home with literacy growth?
Books are sent home daily and/or weekly for practice reading. Please take time to sit with your child and let them show you what they know! Provide a quiet, comfortable place to read. Encourage siblings to read to one another. Here are some words and phrases that may be useful to use at home:
▪ Does that make sense?
▪ Does that sound right?
▪ Does tat look right?
▪ Do you see a smaller word in that big word? (stand)
▪ Try that again
▪ Does that word look like another word you know? (cook, look, book)
Reading Staff at HMS:
▪ Sally Turcotte, Reading Recovery
▪ Liz Cannon, Reading Specialist
▪ Kiersten Hall, Reading Teacher
▪ Deidre Smith, Reading Specialist & Title 1 Project Manager
Title I, Part A of ESEA (The No Child Left Behind Act of 2001)
In effort to comply with federal Title 1 guidelines, at the beginning of each school year, Hopkinton School District, which
receives Title 1 funds, must notify parents/families of each student attending any Title 1 school that:
Parents may request and should receive (and in a timely manner) information regarding the professional qualification of
the student’s classroom teachers, including at minimum the following:
▪ Whether the teachers has met State qualifications for the grade levels and subject areas in which the teacher provides instruction;
▪ Whether the teacher is teaching under emergency or other professional status that the State has waived;
▪ The degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree; and
▪ Whether the child is provided services by paraprofessionals and if so their qualifications.
Additional Information - A school that receives Title I funds must provide to each individual parent –
▪ Information on the level of achievement the child has made on all state assessments; and
▪ Timely notice that the parent’s child has been assigned or taught for 4 or more consecutive weeks by a teacher who is not highly qualified.
For information regarding the qualifications of your teacher, please contact Bill Carozza, HMS school principal.
For more information regarding Title 1 programs, please contact Deidre Smith, Title 1 Coordinator, Hopkinton School District @ 746-3473 or email@example.com.
Hopkinton School District
Parent/Guardian Involvement Policy
This parent involvement policy was developed in cooperation by the administrative team at Harold Martin School, parents of participating students and the Hopkinton School District. It will be made available to all parents/guardians of participating students.
▪ Annually Title I Program staff will involve parents in the development of the Title I Plan and Title I Program Evaluation through feedback from surveys and interpersonal communication. The Title I staff will continue to solicit their involvement in school improvement efforts.
▪ The school district and administration team will build school and parent capacity for strong parental involvement. The team will also provide technical and advisory assistance in development and implementation of the plan and effective parent involvement activities.
▪ The school district staff will coordinate and integrate Title I parental involvement strategies with other programs.
Title I School Requirements:
▪ The Title I School will hold an annual meeting in a timely manner to inform participating families about the program, parental rights and responsibilities, and opportunities for partnership between the school and the home in building the student’s academic skills. At the initial meeting the staff will…
-ensure that all parents receive the ‘parents right to know’ document, regarding teacher qualifications;
-provide information about the assessments used in determining eligibility and the nature and content of specific programs that will be used to supplement classroom instruction;
-provide written information about the results of their particular student’s assessment and the content of the program in which their child will be participating within one week of the start date for their child’s instruction; and
-follow-up with phone calls to clarify any information needed.
▪ Parents will be informed of meetings in writing and if possible, invited personally via phone call. If there is a need expressed for childcare or transportation, the Title I program will make arrangements for students (when appropriate) and siblings to be cared for on-site during the meetings free of charge to the parents. If needed, transportation will be made available to parents wishing to attend.
▪ Additional meetings may be scheduled during the year to provide an opportunity for parents to ask questions and gain information about academic development and strategies to help their students succeed. Meetings will be geared toward meeting the expressed needs of the parents with regard to their student’s academic development and skills.
▪ Parent feedback will be gathered to assess the program’s effectiveness and to help inform future decisions about its scope and content.
*Adopted October 19, 2010