Title I




Program Abstract

The Hampstead Title I program is a federally funded program designed to help students reach the high mathematics standards identified by the New Hampshire Department of Education and our district math curriculum. The district's Title I funds are directed to the Hampstead Central School (HCS). Students are referred to the HCS Title I program by their classroom teachers as in need of assistance based upon a series of criteria. Selection criteria include:

  • classroom math performance

  • performance on grade level assessments

  • i-Ready assessment scores

  • assessment of Tier 2 progress

  • and other considerations that may affect students’ performance such as math anxiety.

Parents of students eligible for participation are requested to give permission for their children to participate, followed by a signed agreement by the student, parent, classroom teacher, Title I teacher, and school principal to actively work together to create success for that child.

As part of the Three-Tier Model of Instruction adopted by the district, the classroom teacher is the Title I student's primary instructor with Title I teacher focusing on effective practices to reteach and/or reinforce essential math standards, concepts and skills, including fact fluency and solid understanding of number sense. The goal of this targeted Tier 3 instruction is for Title I students to achieve grade level math expectations.

To evaluate the progress of the student, the Title I teacher documents daily the work of the student, communicates weekly with the classroom teacher to review the progress of the student, and submits a quarterly review of the student's progress to the child and his/her parents.  

Parents are strongly encouraged to become involved in the implementation of the Title I program through the following: the Title I Student/Parent/Teacher compact; quarterly progress reports; parent conferences; use of the Title I website; participating in school events; and volunteering at school.

To support the development of grade level math concepts and skills at home, students, for example,  may borrow a “math pack”, which is a backpack filled with grade level workbooks and materials. In June, Title 1 math students receive a summer Math Skills Sharpener book to retain and strengthen math skills learned that year.

In-district professional development for teachers in the teaching of math through the enVisionMATH program will continue throughout the school year.  To assess if the Title I program is working effectively, parents and teachers of Title I students are surveyed yearly.  The parent survey addresses the following:

  • improvement of  their child’s math skills through participation in the program

  • increase of their child’s confidence in math through participation in the program

  • are the quarterly report cards  giving them sufficient information regarding their child’s progress in math

  • are the Title I Open House and parent conferences  providing them with sufficient information about the program

  • suggestions for parent workshops

  • suggestions for strengthening the Title I program


The teacher survey addresses the following:

  • communication with the Title I teacher regarding scheduling, instruction, and student progress

  • collaboration with the Title I teacher on the math content, concepts being retaught reinforced, and student accommodations for taking the EnVision topic tests

  • improvement of Title I students' performance as a result of participating in the program

  • suggestions for strengthening the Title I program


The strengths of Hampstead’s Title I program include: committed staff that are respectful of student needs and supportive of classroom teachers; student-centered instruction; communication with parents; and collaboration with classroom teachers.  The Title I program is woven into the culture of the school, and respected as a valuable asset to the exemplary learning environment that defines Hampstead schools.   

Program Structure

I. Student Selection
The pool of educational disadvantaged students is identified by means of our Title I Student Referral form that is completed by teachers who consider the following:
  • classroom math performance (number sense, basic facts, understanding of concepts and application/problem solving)

  • performance on grade level assessments

  • i-Ready assessment scores

  • specific skills addressed in Tier 2 services and assessment of Tier 2 progress

  • and other considerations that may affect students’ performance such as math anxiety.

The referral form reflects a point system with the neediest students selected based upon these priority points. Student homelessness and migration are listed as factors on the referral form with these students to be assessed and immediately receive services.  

When the SBAC scores are released, any 3rd and 4th grade student who scored at levels 1 or 2 is considered for Title I services if she/he is not receiving special education math services or not already participating in the Title I program.  Likewise, when the fall i-Ready math scores are examined, any 1st – 4th grade student who scored below grade level is considered for the Title I program.

II. Supplemental Support

The classroom teacher is the Title I student’s prime instructor with the Title I teacher focusing on supplemental reteaching, re-explanation, and/or reinforcement of math concepts presented by the classroom teacher.  Pull-out Tier 3 support is provided by the Title I teacher four to five times a week to those identified Title I students.

III. High Quality Instructional Strategies

1. The HCS Title I math instructional support model reflects the K-4th grade evidence-based enVisionMATH program which explicitly addresses        the Common Core eight standards for mathematical practice and the Common Core K-4th grade content standards:

  • Counting and Cardinality
  • Operations and Algebraic Thinking
  • Number and Operations in Base Ten
  • Number and Operations- Fractions
  • Geometry


The Title I lessons reflect movement from concrete to representational to symbolic, address the three aspects of rigor (conceptual understandings, procedural skill and fluency, and applications), address students’ varying learning styles, as well as development and use of mathematical language and vocabulary to represent ideas and describe relationships. Writing is a component of the Title I lessons and students are required to apply their knowledge with grade level problems and explore open-ended problems that have multiple solution paths and/or solutions.

Another evidence-based practice utilized by the Title I teacher is i-Ready Math Diagnostic  and Instruction software that provides individualized instruction customized to a student’s placement level in the areas of:

  • Number and Operations

  • Algebra and Algebraic Thinking

  • Measurement and Data

  • Geometry

Other instructional strategies used by the Title I teacher include the following: modeling, think alouds, systematic and explicit instruction, modifying instruction based on assessment, ongoing cumulative review, as well as use of graphic organizers, instructional games, and manipulatives. The National Council of the Teachers of Mathematics NCTM serves as resource for such strategies.   

A supplemental online math tool used to build math fact fluency is Reflex Math. This adaptable and individualized program can be accessed at home as well.  

2. The curriculum supporting our Title I students is the district’s Kindergarten – 4th grade mathematics curriculum that has been aligned with the        accelerated, high quality New Hampshire College and Career Ready Math Standards.  These standards, and thus, our math curriculum explicitly     addresses achievement of the Common Core eight standards for  mathematical practice and the Common Core K-4th grade Content standards:
    • Counting and Cardinality

    • Operations and Algebraic Thinking

    • Number and Operations in Base Ten

    • Number and Operations- Fractions

    • Geometry

3. With HCS’ implementation of the Response to Intervention model, Title I services are provided during the Tier 3 block.   Thus, Title I students         are not missing the direct instruction from the classroom teacher that occurs during the Tier 1 block.

4. Summer math workbooks to reinforce grade level math concepts are provided to each Title I student as a means of providing extended learning        time.  

IV. Parent Involvement

Annually, Hampstead Central School (HCS) Title I teacher involves parents in the planning, implementation, and evaluation of the Title I Grant through feedback from surveys, interpersonal communication, and their involvement in school improvement efforts.

To address implementation of the program, the annual fall meeting with parents of Title I students addresses the following:

a. the program, parental rights and responsibilities, and opportunities for partnership between HCS and the home in building students’ academic skills;

b. the NH College and Career Ready Standards, i-Ready math assessments, and our local assessments which include enVisionMATH Topic tests, benchmark tests, end of year tests, performance tasks, and rubrics

c. the assessments used in determining eligibility and the nature and content of the specific programs used to supplement classroom instructions

d. opportunities to participate in activities and training to help parents teach their children with notification of such activities through the monthly HCS newsletter, “Bits and Pieces” and the monthly PTSA newsletter sent home with each student;

e. opportunities for parents to become school volunteers;

f. the HCS Math Google site which includes ways parents can support the development of math skills through various activities or through parent training available in the district and surrounding towns and links to the enVisionMATH program;

g. the Hampstead Central School school/parent/student compact and the Title I Parent/Guardian  Involvement policy with copies mailed to parents not in attendance or upon a child’s acceptance into the Title I program;   

A written program evaluation survey is mailed each May to parents of identified children with the results considered in determining the effectiveness of the Title I parent involvement policy and activities, the effectiveness of the current year’s program, and the Title I program as a whole. The results are used in planning and implementing next year’s program. Follow-up phone calls are made to parents who do not return the survey.  

To address increasing parental involvement for the 2016-17school year, parents of Title I students will personally be invited to attend the bi-monthly "Husky Forum” with the HCS principal and assistant principal.  These one hour evening parent outreach meetings were initiated at the end of the 2015-16 school year to create a partnership between parents and the school. Suggested topics for the 2016-17 meetings include the following: the district’s homework policy and how parents can support their child’s completion of homework; communication between parents, teachers, and administrators; implementation of the new K- 4th grade English Language Arts program; Response to Intervention services; and hands-on training of the use of the enVisionMATH program and Journeys English Language Arts program online resources available to parents.  In addition, parents of Title I students will personally be invited to attend any Hampstead PTSA sponsored parent education programs such as “Substance Misuse in Our Community Forum”.

V. Professional Development
I funds will be used for professional development activities for the Hampstead Central School Title I teacher who seeks to deepen her content knowledge and knowledge of researched-based instructional strategies for the teaching of number sense and fractions, including the use of technology, to support the educationally disadvantaged population within the school. The evaluation component will include a written summary provided by the Title I teacher in the online My Learning Plan professional learning data management system  as to what she gained from attending the professional development activities and how she will use what she gained to improve student learning and achievement.  Student assessment data will also be examined to determine if the knowledge gained impacted student growth as measured by the following: classroom math performance (number sense, basic facts, understanding of concepts and application/problem solving), performance on grade level assessments, and i-Ready assessment scores

As stated in the Hampstead School District Professional Development Master Plan page 7, an activity must meet one or more of the following criteria to be considered an effective professional development activity:

1.  Reinforce personal, school and/or district improvement goals

2.  Potentially increase student achievement

3.  Potentially increase knowledge of all subject and content areas taught and field(s) of      

    specialization for each recertification sought

4.  Potentially increase knowledge of learners and learning and

5.  Potentially increase knowledge of effective, developmentally appropriate teaching

    strategies and best practices for the content areas taught and for which    

    recertification is sought

The professional development activities for the Title I teacher funded through Title I will address the following from the Hampstead School District Technology Plan:

VI. Coordination with the Regular Classroom

Instructional planning for participating students occurs through scheduled twice monthly grade level Professional Learning Community (PLC) team meetings attended by the Title I teacher, reading specialist, and classroom teachers.  Minutes of these meetings are taken and posted within the school’s online shared documents folder. The Title I teacher also develops in conjunction with the classroom teacher a combined progress report for our standards-based quarterly report cards.  

VII. Collaboration with Other Programs

Our Title I program coordinates with special education to reduce duplication and fragmentation of services and to increase collaboration by means of the twice monthly grade level Response to Intervention (RtI) meetings.  These meetings are attended by grade level teachers, reading specialist, Title I teacher, grade level special education teacher and specialists (ex. OT, speech pathologist) as needed and the assistant principal (who is the homeless liaison) as needed,

The Title I teacher meets every May with the Hampstead Middle  School math specialist to share information on students who have been recommended to continue to receive math support in fifth grade.

Program Evaluation

At the end of each school year, the Title I Project Manager, Title I teacher, building principal, and assistant principal will meet to address the evaluation of the program.  Data will be collected for the following:

  1. Number of students served in the current year

  2. Number of students who exited during the current year and why they exited the program

  3. Average growth achieved by students

  4. Growth achieved by applicable Hampstead subgroups:

  • Race

  • Language level

  • Grade level

  1. Growth achieved by students whose parents participated in our FCE events in comparison to growth achieved by students of nonparticipating parents.


The data collected in the above five areas will be analyzed and results used to guide next year’s Title I program.

Clifton Dancy,
Sep 29, 2017, 10:34 AM