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blondie53 blondie53 is offline
 
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blondie53
 
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Title 1 teacher help?
Old 04-01-2016, 04:28 PM
 
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I need help.... I am getting a title one position for grades 3 and 4.Is there anyone out there that can give me some input on what you do....where do you get your resources and what does your day look like? I just want to be the best possible and could use any advice.


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LaVerne LaVerne is offline
 
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My job exactly.
Old 04-02-2016, 11:58 AM
 
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After 20 years in the classroom, I became a reading specialist/title 1 Reading teacher for grades 3, 4, and 5. I am now on year 2 of retirement. I walked into the reading job without ANY help at all. What I did I will list below and hopefully it will help you.

1. First you need to know if your school is targeted assisted title or school wide. That will make a difference in how you proceed.

2. We were a target assisted school. This means students had to 'qualify' for title services....basically fail long enough and fail on the standard testing they needed help. My school is now school wide because the district's poverty level increased due to some jobs leaving the area. In general, more poverty= more needy students. I always had way more students than I could service.

3. To qualify students for services, there was a list of tests/scores/performance by the student on our state website to choose from to use. Our school determined to use a certain 3 tests: Aims web, STAR Reader, and I can't remember the 3rd one right now. Sorry. Then I had to compile info each fall/each semester to get my students to service---very time consuming. Being school wide makes it so you can service anyone your teachers/admin want you to. This tends to be almost the same kids. You and your admin will need to work together on this.

4. Lesson planning: At the time we used a basal plus novels. At first I had to request info from my teachers as to what they were working on that week and I tailored my lessons to that. Example: ABC farm story....main idea skill/ the vocab from that story plus some everyday words. Later each grade level had a yearly calendar of what they were doing each week and I went from that. Much easier. At times the teachers would vary and they'd let me know.

5. EVENTUALLY I came up with a weekly plan that worked for me. This is brief summary and it worked for me.
M: Vocab (from the story) intro work, skill intro, fluency work. M fluency was more brief that day.
T: Serious skill work. Vocab brief review. Word Work.
W: Serious fluency work/possible Aims testing ( I did this every other week)/vocab review. LA editing work.
Th: Skill work. Anything else I needed. LA editing work.
F: Brief review assessment. I used task cards a lot for this on the skill along with a couple of vocab work. I kept scores just for myself and because I was a reg ed teacher for so long.

Whenever we did fluency work, the students not only worked on speed and accuracy but had to answer comprehension questions orally.

6. My groups met with me 30 minutes a day every day. Scheduling at first was on my own but eventually a new principal came in and scheduling was done schoolwide during the specials time. So much easier. My max caseload was about 45....usually about 40-42. A lot of students every day.

7. Each 30 minutes was basically a Daily 3 type of format, except I did whole group lessons as skill intro and vocab intro. We worked on fluency, comprehension, and vocabulary. I threw in some editing because our writing was so poor. Vocab included spelling and meanings.

I hope this is helpful. Please let me know what I didn't explain very well, which is probably a lot!! It took me a couple of years to get things somewhat like I wanted them.
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blondie53 blondie53 is offline
 
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Title I
Old 04-02-2016, 07:08 PM
 
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YES! Thank you so much! I hope you do not care if I ask you questions as next year approaches. Thanks. You do not know how much I appreciate it. I will check on that . I think we are school wide but not sure.
Thanks again.
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LaVerne LaVerne is offline
 
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Sure
Old 04-03-2016, 10:49 AM
 
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Ask away. I poured my heart and soul into this job. Retiring had more to do with energy level than getting away from my work. Such a difficult job all alone.
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r9miles r9miles is offline
 
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Resources
Old 04-22-2016, 02:04 PM
 
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3rd and 4th: Corrective Reading and Phonics for Reading.
Supplements are ReadWorks based on the weekly skill


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ArtsyChick ArtsyChick is offline
 
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Thanks--very helpful!
Old 08-03-2016, 04:18 PM
 
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Thanks for this information. I am starting a Title 1 Reading position in a couple of weeks. I've only taught Art to date (9 years) and though I'm licensed to teach Reading, I've never had the opportunity to teach it. I'm excited about it, but also very nervous because I've not done it before and I don't have a lot of time to prepare. Your information is very helpful and gives me some ideas for starting points. Just wanted to say thanks.
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blondie53 blondie53 is offline
 
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Old 09-21-2016, 05:43 PM
 
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OMG I can't imagine doing this by myself.... We have about 480 third and fourth grade kids with two title one reading teachers and an aid. Our school is a school wide title 1 school we have the after school program also. Almost half of our third and same with fourth are below level...... impossible to get to all. One of the other reading teachers that taught at one of the schools before it changed to centers said she did novels with her third and fourth graders. She used Million Dollar Shot, We Will Never Forget You Roberto Clemente Justin and The Best Biscuit and Stone Fox. I don't know if novels will work for my group.... what are your thoughts on that? Also, did you do any paper / pencil work or was it more discussion, maniuplatives and games? Reading of course. I love Readworks.... but didn't really want to do paperwork.... I also love computer programs like Achieve 3000 and Study Island.... We also have versatiles, task cards, and frog games but wasn't sure I could use those.

when you talk about word work with the kids (I loved and did Daily 5 in my classroom) what exactly did that entail?

How many kids did you have at one time? Also we have new principal and so he told us to set our own morning schedule.... he wanted us seeing kids at that time that were not invited to our after school program (The ones invited to that were the first 30 from each grade that fell below the Star Benchmark) and that were not seen by either a special ed teacher or an ELL teacher. Then we also had a "Guided Intervention" time that lasted 2 hours (30 min for third grade team 1 and 30 minute for third grade team 2(teachers were divided up into two sets of four teachers in each grade level) Every teacher at that time, the two aids we had the math title teacher the two of us and the pe and music teacher helped with fourth grade.... It is very confusing but I am hoping as year progresses it will get easier. Its a little hectic.
Sorry to ramble but I have lots of questions and really appreciate your help.
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Eclectus3 Eclectus3 is offline
 
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I need help too!!!
Old 09-22-2016, 08:15 AM
 
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Your post is very informative!! I've previously taught 10 years in kindergarten and first grades, however this year I am a Middle School Title I teacher. I AM A FISH OUT OF WATER!! Oh my!!! Here are some things I know...

We are school wide Title I and are 5th - 8th grades. My principal wants me to focus on the lower grades. We use AimsWeb for assessing. From AimsWeb use the MCOMP and MCAP for math and the MAZE and the timed reading passages for reading scores. We have 2 sections of 5th grade, 1 of 6th, 2 of 7th, and 1 of 8th. (We are a small school.) 5th and 6th graders stay with their main homeroom teachers most of the day, while the 7th and 8th rotate to different teachers.

I am LOST! lol. I have a nice big room and am reading to start working with kids. The teachers are being a bit stubborn. My blocks of time are scheduled during classes. For example, 5th grade A group has reading 1:51 - 2:31 and this is my time I have with any of the kids from this group. I can pull out of push in, however when I push in...I feel like a para and don't do much teaching. The kids that need help don't like me coming around to them and checking on them as they feel they're being singled out or noticed. The Title teacher before me basically went in and taught all of the reading class to the 5th grade. I will be doing both reading and math.

How do I set up my schedule? If the main classroom teacher teaches the lesson, do I pull the kids out after the lesson or do I just pull the kids out and teach them the lesson and give extra practice? Should the students be coming out of their rooms during the actual reading time or do I need to find other time to pull the kids throughout the day (and what subjects would I pull them out of if I did? )

I'm having a hard time getting these things nailed down. The teachers are dragging their feet, etc.

Any help, I would greatly appreciate it!
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blondie53 blondie53 is offline
 
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Old 10-09-2016, 07:17 PM
 
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Sorry Crazy start of year ! THANK YOU SO MUCH FOR YOUR HELP! YES.... IT IS VERY HELPFUL!



Thanks again.
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