Title I/LAP

If a student qualifies for Title I/LAP services, the student demonstrates a skill(s) in literacy that is underdeveloped. This does not mean your child is behind or not yet a reader. Instead, the purpose of assessment at this level is to flag any student who may have an underdeveloped skill that could impact progress in reading. We have strong, evidence-based curriculum to help ensure critical skills are taught using best practices for intervention, so your child can continue to grow as a reader. We follow the state’s guidance in accordance to RWC 28A.320.260 to provide evidence-based multisensory structured literacy interventions to students receiving LAP services.
 

Services range from 20 - 40 minutes daily, depending on the students’ grade and skill level. The instruction is focused on the specific phonological awareness and/or phonics skills your child needs additional support with. Students may be served within their classroom, in a small group outside of the classroom or in a walk to intervention model where all students receive instruction at their specific level. These services are in addition to the support your child receives from their classroom teacher. Your child will not be missing core instruction in their classroom, while receiving these services.

Services are provided by Title I/LAP teachers who are trained in providing instruction in foundational reading skills. In a walk to intervention model a classroom teacher may provide the services. Title I/LAP teachers collaborate with classroom teachers to best support students receiving this service.

Title I/LAP teachers use materials that are multisensory and meet best practices for structured literacy intervention. Intervention materials include some of the following:

• 95% Phonological Awareness Lessons
• 95% Phonics Lesson Library
• 95% Phonics Chip Kit
• 95% Blending 
• 95% Multisyllable Routine Cards
• 95% Vocabulary Surge

Throughout the year, your child’s progress will be checked regularly and support will be adjusted based on student performance. Students who meet the benchmark goal for that point in the year may be exited from the program. Students can flow in and out of services based on their progress and results on our Literacy Skills Screener. Students will be progress monitored monthly through Title I/LAP.

We firmly believe that our families are a key partner in helping your child be successful.  On-going two way communication is critical and we encourage you to contact your child’s teachers with any question, concern or celebration. 

Families are our partners in education (OSPI)

There are three types of programs:

Targeted Title I: In a Targeted Title I building, the funds used by a school district and/or school must be directed to the education of students who are the most under-performing students in a building. These are the students who do not pass district or state assessments. The rationale behind targeting support is that, although there are 35% or more students qualifying for free/reduced lunch, the impact of poverty on the entire school building does not warrant serving all students. Rather, the school’s Title I program should focus on the students who are struggling the most to achieve standard.

School-wide Title I: In a School-wide Title I building, the funds used by a school district and/or school can serve all students in a designated building. This is because the percentage of free/reduced lunch rate is or has exceeded 40% and the school has engaged in a year-long process to become a school-wide building. A school-wide building can serve all of its students because the free/reduced lunch percentage is great enough to warrant a broader service model than a Targeted Title I service model. 

LAP: In a LAP building, the funds used by a school district and/or school must be directed to the education of students in Kindergarten through 4th grade who score below benchmark on district/state literacy assessments. Our overall goal for LAP is prevention and early intervention to lessen the impact of potential reading difficulties. 

In general, any use of Title I or LAP funds must align with the school’s goals for improvement, which must be based on a comprehensive review of data and school needs. Further, funds must provide educational programs or materials that are in addition to basic education funding. This means the programs or materials funded through Title I or LAP must be on top of the basic education program that we provide all of Edmonds’ students.
 

In our elementary schools receiving Title I or LAP dollars, the funds are used for the following purposes:

Specialist - Specialists are teachers on special assignment who assist the building principal, Instructional Leadership Team, and classroom teachers in examining data, identifying the most under-performing students, and designing and implementing interventions that will help the at-risk students meet or exceed grade-level standard. Facilitators also help the schools keep accurate student lists and report accurate information on a regular basis to the Title I and LAP offices.
Title I/LAP Teachers - These teachers are specialists in providing instruction to students that focus on building foundational reading skills. Title I/LAP teachers collaborate with classroom teachers to best support students receiving this service.

Professional Development - Professional development activities are designed by district specialists and individual schools. All professional development activities are intended to build teachers' capacity for examining data, designing and implementing interventions, and teaching diverse student populations.

Parent Family Engagement- Parent Family Engagement is an important part of any school's Title I or LAP program. Involving parents in the education of their children is an expected outcome when schools receive Title I dollars. Each school is responsible for developing and offering parent family engagement events that are specific to each school's parent group's needs and interests. All parent family engagement events are intended to help families support the learning of their youth.

In our middle schools receiving Title I or LAP dollars, the funds are used for the following purposes:

Support Classes - Support classes in English, reading, writing, or math can be funded through Title I or LAP dollars if they are courses offered in addition to the basic education courses students take during a typical school year. Students take the courses in addition to their regularly assigned English, reading, writing, and/or math courses. 

Middle schools with Title I and LAP dollars also use their funds for professional development, parent involvement, and materials.