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Home
Our School
About Our School
Code of Conduct
Clubs & Activities
Faculty and Staff
Office Staff
Title I
ECSE
Early Start
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
Specialist
Resource
Teacher Assistants
Bus Drivers, Cafeteria & Custodians
History of Chuckatuck
OES Student Handbook
Partners in Education
SPS Gifted Program
SPS Student Handbook
Title I
School Improvement Plan
Right to Know letter
VDOE School Profile
News
Parent Acknowledgement Form
iReady Webinar Video
Kinsa FLUency
Military Counseling for Students
OES Virtual Library
Virtual/Hybrid FAQs
For Parents
Before & After Care
Bullying Prevention
Food, Health, & Wellness
Approved Snack List
Food & Nutrition Services
My School Bucks
Nutrislice Lunch Menu
Wellness Policy
Frequently Asked Questions
New Student Registration
PTA
School Safety
Family Engagement Opportunities
Three Problem-Solving Pigs
Moving and Learning
How We Grow
Resources
Get Social
SPS Facebook
SPS Twitter
SPS You Tube
Media Services
OES Virtual Library
Follett Destiny
EBSCO
Book Flix
IXL Learning
Epic
EMDIAVA
Khan Academy
Jefferson Lab
Read Works
Scholastic
SOL Pass
Story Online
Wonder Opolis
5 Ponds Press (History)
5 Ponds Press (Science)
Title I
Title I
School Improvement Plan
Right to Know letter
Oakland Elementary School
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Our School
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Title I
Title I
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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Oakland
Elementary School