Title I

Reading Practice

Meet Our Title 1 Staff Members:

Mrs. Snashall and Mrs. Wiggins

Oakland is a School wide Title 1 school this year, which means that any student who needs supplemental reading strategies can be instructed in flexible small groups that address any re-teaching concerns. Students are identified using a combination of assessments: the DSA (Developmental Spelling Assessment), PALS scores (including the Instructional Reading Level (IRL), spelling inventory, and Quick Checks), NWEA MAP reading scores, English Benchmarks, Reading & Writing classroom grades ,and teacher recommendation. Mrs. Snashall is the Title I Reading Specialist providing supplemental reading assistance, 20-30 minutes daily, with the goal of providing explicit instruction in word study (spelling), developing fluency, higher level comprehension skills, and linking the reciprocity of writing with reading.  Title 1’s goal is to provide strategic lessons where students do not miss any of the regular whole group homeroom instruction. We review data and scores at least every 9 weeks to ascertain if the student needs this tentative, extra support.

Thank you for inquiring about the Title 1 Selection process. We look forward to working with you!
Title I schools implementing school wide programs are required to develop school wide plans in accordance with Section 1114(b) of the Elementary and Secondary Education Act of 1965 (ESEA). Guidelines for plan development include the following:

The comprehensive plan should be developed during a one-year period;
The plan should be developed with the involvement of parents and other members of the community to be served;
Individuals who will carry out the plan, including teachers, principals, administrators, and if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school, should be involved in the development of the plan;
The plan should be available to the Local Educational Agency (LEA), parents, and the public;
Information in the plan should be in an understandable and uniform format and, to the extent practicable, provided in a language that parents can understand; and
If appropriate, the plan should be developed in coordination with programs under Reading First, Early Reading First, Even Start, the Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

Part of the daily guided reading TI lesson is word study, based on results from the Developmental Spelling Analysis administered three times per year. The feature of the words to be studied is recited whole group, as in the one-minute “Word Swatter” (shown here), compared and contrasted to similar vocabulary patterns, then found in the text of the day, and inserted into a T-chart.
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