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Cainsville R-I Title Program
The Cainsville R-I Title I Reading and Math programs have been developed to
reinforce the regular classroom program. The regular program, the Title I program, and
other special programs are designed to collaborate together to meet the needs of each
child being served. This requires cooperation between the regular classroom teacher and
the Title I staff. The theory of the Title I program is to give a child a “double dose” of
instruction. The program is not to replace the regular classroom instruction, but to
reinforce the regular instruction.
Goals and Objectives
The goals and objectives of the Cainsville R-I Title I Reading and Math programs
have been developed by the Title I staff with input from the elementary classroom
teachers and parents. The major goal of the Cainsville R-I Title I program is to improve
the qualified student’s reading and math abilities as measured by gains from the
standardized achievement test which is administered in the spring of each school year.
The objectives of the Cainsville R-I Title I program are as follows:
1. Provide supplemental instruction to those qualified students;
2. Offer successful opportunities for each student through the use of computer software,
learning activities, boardgames, and other educational materials;
3. Present opportunities using popular literature to foster a positive attitude toward the
area of reading;
4. Coordinate the program closely with the elementary classroom teachers in order to
reinforce appropriate skills in reading and math.
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Selection of Title I Students
The Cainsville R-I Title I Reading and Math Programs have incorporated the use
of Multiple Criteria Selection through the guidelines developed by the Federal program
of Title I. The selection of students who would benefit through the instruction given in
the Cainsville R-I Title I Programs is based upon a variety of criteria. The data is
accumulated from the regular elementary classroom teacher and the standardized
achievement test scores. The information that the classroom teacher provides includes
the following items: independent classroom work grades (tests), dependent classroom
work grades (may have received assistance from teacher, parent, or other person), teacher
observations, scores from the AIMSweb test, and teacher checklist.
All preschool students or children entering kindergarten are given the DIAL-R in
the spring of their preschool year or upon entrance to school. Students scoring low in an
area will be acknowledged as having a potential problem area. The preschool teacher
will complete two different checklists. One of the checklists addresses the child’s behavior that has been observed. The other checklist is directed toward the child’s speech/
language, motor, hearing, and vision problems. The Cainsville R-I Title I staff will
gather the data. A decision will be made if the child would benefit from the Title I program(s) based on the completed eligibility profile.
All kindergarten students are given a standardized achievement test in the spring
and subtests of AIMSweb. The kindergarten teacher will complete two different
checklists also. The first checklist is directed toward the child’s observed behavior. The
second checklist is addressing the child’s academic ability and classroom behavior. An
eligibility profile will be compiled for each child a teacher has concerns about using the
above items. The decision will be made to place the child in the Title I program(s) or not.
The first grade children will also take a standardized achievement test in the
spring. The first grade teacher will complete two checklists. The first checklist is
directed toward the child’s observed behavior. The second checklist is addressing the
child’s academic ability and classroom behavior. The teacher will also include the grade
the child received on independent work, which includes tests and assignments without
assistance, and the grade on assignments that may have been completed with the
assistance of a teacher, a parent, or another student. Other data that will be used in the
decision will be the scores from the variety of tests of AIMSweb. An eligibility profile
will be completed for each child a teacher has concerns about using the above items. The
decision will be made to place the child in the Title I program(s) or not.
Students in grades second through sixth are identified from the results of the
standardized achievement test that is given in the fall or the spring and the subtests of
AIMSweb. A teacher referral checklist will be completed for each child that may have
difficulty the following year. The teacher will also include the grade the child received
on independent work that in-cludes tests and assignments without assistance and the
grade on assignments, which may have been completed with assistance from a teacher, a
parent, or another student. An eligibility profile will be completed for each child a
teacher has concerns about using the above items. The decision will be made to place the
child in the Title I program(s) or not.
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Individual classroom lists of eligible students are compiled and those students
with greatest educational need receive top priority for service. The Title I staff and the
regular classroom teacher will discuss which children have the greatest need of Title I
instruction.
Student Referral to Program
A classroom teacher may refer a new student who is having difficulty with his/her
classroom work as long as the number does not exceed ten percent of the classroom size.
A conference consisting of the Title I staff, regular classroom teacher, elementary
principal, and any other professional (such as: speech/language therapist) will be held.
The committee will make the decision by using a variety of accumulated information,
such as: classroom performance, additional test data, behavior, personal problems, and
etc. This information will be accumulated over a two-week period. This period of time
gives a new student time to get settled into the classroom with new friends and teachers.
Each member must agree on the decision that the child would benefit by the placement
into the Title I program(s).
Student Removal from the Program
A student who may qualify by the use of the Multiple Criteria Selection may not
require the assistance of the Title I program. A conference consisting of the Title I staff,
the regular elementary classroom teacher, the elementary principal, and any other
professional (speech/language therapist, counselor, etc.) will meet as a group. The group
will examine a variety of data, such as: classroom performance, test scores, behavior,
teacher observations, Title I staff observations, and any other pertaining information.
This information will be accumulated over a two-week period. Each member must agree
on the decision to remove the child from the Title I program(s). Once a child is removed,
the child is permanently out of the Title I program for the remainder of that school year.
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Parent Involvement Policy for the Cainsville R-I Title I Program
The federal Title I guidelines states the parents should be involved in the
planning, designing, evaluating, and implementation of the Title I program. The
Cainsville R-I Title I program will do the following activities to involve the parents and
guardians of the Title I students being served.
1. A committee will be set to meet quarterly to discuss the Cainsville R-I Title I
program. The committee will consist of the Title I staff, elementary
Principal, elementary classroom teachers, and parents.
2. An annual meeting will be held for all parents of children who qualify for the
Title I program(s). An explanation of the Title I program and activities
provided will be discussed.
3. Parent-teacher conferences will be held on the same day as the regular
Classroom conferences. A discussion of the child’s progress as well as
suggestions for parental help will be covered.
4. Parents will be invited to stop in and observe the Title I program anytime.
5. The Title I personnel will be readily available and happy to make an appointment with any parent to discuss any questions or concerns.
6. Progress reports will be sent to the parents quarterly along with the regular
classroom report cards. These reports will discuss how the child is doing.
7. Quarterly newsletters will be sent out to explain what each Title I
group has been doing throughout the year.
8. A copy of the Cainsville R-I Title I Reading and Math Program Handbook will be given to all Title I parents/guardians of qualified students, which
includes the Parent Involvement Policy.
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Evaluation of the Parental Involvement
The Cainsville R-I Title I program will evaluate their parental involvement
and encourage activities that increase parental participation. We will utilize the
following methods:
1. Provide parents with an opportunity to give input during meetings.
2. Hold parent-teacher conferences during the school parent-teacher conferences.
3. Provide sign-in sheets for all parent meetings and conferences. Attendance
will show the effectiveness of parental involvement.
4. Provide family involvement through classroom visitation, family night, and
annual meeting.
Cainsville R-I Title Program Complaint Procedures
The procedure of complaints will be processed accordingly to the step-by-step procedures
as outlined in the Title I Manual of Operational Policies and Guidelines.
1. A complaint will be presented orally or informally to the principal. If the complaint
is not properly resolved, it will be reduced to writing and submitted to the principal.
2. Within five (5) workdays of receiving the written complaint, the principal will render
a decision in writing to the complainant and the person or persons originally involved
in the complaint.
3. Within five (5) workdays after receiving the decision at Step 2, the complainant may
appeal the decision in writing to the Superintendent.
4. The Superintendent will, within five (5) workdays of receipt of the appeal, investigate
and render a decision in writing to the complainant, the principal, and the person
originally involved in the complaint.
5. Within five (5) workdays after receiving the decision at Step 4, the complainant may
appeal the decision to the Board of Education.
6. The Board will schedule the matter for a hearing at the next Board meeting, following
receipt of the appeal. The Board will render a decision within fifteen (15) workdays
after the hearing and record its decision in the official minutes. Copies of the
decision shall be given to the complainant, the principal and to the person or persons
originally involved in the complaint. The decision of the Board of Education will be
deemed final.
7. In the case of complaints concerning District Title I Complaint Procedures, the
complainant may appeal the Board’s decision to the Title I E.S.E.A. section of the
Department of Elementary and Secondary Education within fifteen (15) working days
of the Board of Education’s decision. The DESE’s decision will be final.
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