What is Title?

Title, also called Panther Time, is a 40 minute time slot where students get to work on reading or math in a small group setting. During this time your student is not missing any in class instruction, as all student are working on specific skills based on their current skill level. This is a time when students get instruction that is directly aligned with skills they need extra help on. 

What should my students know?

Here is a link to Ohio's Learning Standards. We have seperated them by grade level. This is a good resource for you to be aware of what your children should know at the end of each grade. 

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Parent Glossary (commonly used title language)

Coaching Session- A meeting with teachers and other support personnel to try to find the underlying cause for a child’s struggles in the classroom and determine supports

Data check-in- a quick check with the teacher and Response to Intervention team that occurs every 5-6 weeks to determine if progress is happening or if changes need to be made.  Intervention updates/progress reports are sent home following each data check-in session.

Enrichment-Activities used to help a student who has already mastered a classroom lesson or standard expand his/her knowledge while challenging him/her to learn more deeply.

Intervention- A specific, research based activity or process used to help a student grow and progress with a skill so he/she can eventually be successful independently and working on grade level.

Panther Time- A time in every classroom when no new lessons/content are taught so that students can receive intervention, enrichment, or other activities/services without missing any core instruction.

Progress monitoring - Goals are set based on a student’s performance and monitored frequently (weekly, bi-weekly or monthly) to make sure the intervention is helping each student progress toward the goal.

RtI - This is an acronym that stands for Response to Intervention. RtI is a program designed to identify needs of students, set goals, provide intervention or enrichment, and monitor progress toward these goals.

Why is my student in Title?

Title, also called Panther Time, is a 40 minute time slot where students get to work on phonics or comprehension in a small group setting. During this time your student is not missing any in class instruction, as all student are working on specific skill based on their current skill level. This is a time when students get instruction that is directly aligned with skills they need extra help with. 

What is a RIMP and intervention update?

A RIMP is a Reading Improvement Monitoring Plan. This is paperwork that is required as a result of the Third Grade Reading Guarantee. A RIMP is given at the beginning of the school year and based on your students fall testing scores on either aimsweb or iReady (depending on grade level). The RIMP is making sure you know that as of that beginning of year test score your child received they are not projected to pass the Third Grade Reading Guarantee. However, that is what we are doing in title! We are working on specific skills your child has not yet mastering, helping their reading skills improve. You will have access to an Intervention Update that updates you on your child's growth and progress in reading every 5 weeks. 

What is Response To Intervention (RTI)? 

Perry Local Schools has implemented Response to Intervention (RtI) to help students meet their full potential in reading and math. The goal of RtI is to intervene early in order to address problems before they become overwhelming. This process offers educational tiered support for all students by increasing the level of intensity of intervention based on learning needs. 

RtI services are often offered during a designated time in the day when no new concepts are introduced in the general education classroom. This time is called Panther Time. If intervention is not necessary, students are provided enrichment activities to assist in challenging them. 

RtI requires a team effort. All staff members are part of the process by offering intervention and enrichment opportunities. 

-Perry Local Schools "A Guide to RTI" brochure

RtI Includes: 

1. Quality instructional and behavior supports in the classroom 

2. School-wide screening to determine the needs of students 

3. Different tiers of interventions matched to the needs of students 

4. A team approach to solving problems and monitoring interventions 

5. A system to check student progress 

6. Intervention plans that are reviewed regularly in data check-ins 

7. Parent Involvement 

8. Timeline of assessment and evaluations 

Adapted from the National Joint Committee of Learning Disabilities 

What are the test my students take and what are their goals for each test? 

Click the link for your students grade and there is a chart that will explain everything!

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

What are the Programs and Interventions that my students use during title?

Heggerty

Heggerty is a phonemic awareness program.  Phonemic awareness is the ability to understand that spoken words are made up of individual sounds called phonemes, and it’s one of the best early predictors for reading success. In these lessons, students practice rhyming, alliterations, segmenting words into sounds, combining sounds into words, and manipulating sounds.

LLI-Leveled Literacy Intervention

Leveled Literacy Intervention is a short-term comprehensive comprehension intervention. It provides daily, intensive, small-group intervention to supplement classroom literacy instruction. It engages students with leveled readers and novels and connected vocabulary, and phonics in fast-paced, systematically designed lessons.

This intervention would be used for students who are struggling with comprehending text.

Lively Letters

Lively Letters™ is a research-based and clinically-proven, multi-sensory reading program that turns plain, abstract letters and sounds into lively characters. The forty-seven letters and letter combinations are embedded into colorful pictures with memorable character stories that show students what to do with their mouths (how to articulate) when making the letter sounds.

This intervention is used for students who are struggling to learn letters and letter sounds.

95% Group

The Phonics Lesson Library™ (PLL) is an extensive phonics program that uses a highly structured, multi-sensory approach to provide direct and systematic intervention. Students will progress from basic phonics skills such as short vowels to multiple syllable words or work on filling in any gaps along the continuum.

This intervention is used for students who are struggling with decoding words due to weak or missing phonics skills.

Orton Gillingham

The Orton Gillingham approach is a multisensory phonics technique for instructing students who are struggling to learn the code of reading. It is a highly scripted, direct, explicit, structured, sequential, diagnostic, and prescriptive way to teach literacy.

FUNdations

FUNdations is a Wilson Reading System multisensory, structured language program for K-3 students. It uses research-based materials and strategies for a comprehensive reading, spelling, and handwriting program. 

UFLI

UFLI is a systematic reading intervention that follows a scope and sequence of skills that build on each other ensure students have skills needed to advance their reading. 

West Virginia Phonics 

LETRS Phonics Plan

These hands-on phonics programs are designed to strengthen phonics skills in a systematic way. The structured lessons use a code-emphasis approach, which is what research is showing works best for students to learn to read. These components include: a goal, phonological awareness, review, guided practice, extended practice, dictation, connecting to work meaning and application in decodable text.

Fluency interventions

Reading fluency is efficient, effective word recognition that allows students to create meaning or comprehend text.  Fluency incorporates rate, accuracy, and prosody, which is the rhythm and patterns of sound or expression. The following are Florida Center for Reading Research interventions to work on one or more of the parts of fluency:  Fast Phrases, Speedy Phrases, Repeated Timed Reads and Fast Fluency Phrases.  Fluency Speed Drills and Rite Flight Fluency  may also be utilized.

Phoneme-Grapheme Mapping

Phoneme-Grapheme mapping is a technique that uses a grid to aid students in mapping sounds to letters and letter groups.  Students first segment sounds in a word and move chips to represent each phoneme (individual sound).  They then write the letters (graphemes) in each box and finally, write the entire word. An important part of this process is   

What is Benchmarking?

This is an assessment your students take three times a year ( Fall, Winter and Spring).  We use this information to simply make sure your students are on track with their learning and figure out which students would benefit from Title Services.

 If you want to learn more about the assessment they take a look at the 'What are the test my students take and what are their goals for each test?' FQA 

How do you determine my student's goal?

Based on your students benchmarking scores from AimsWebPlus or iReady determines your students goal. Students from all over the nation use these tests. They compile all student scores into a norms table. We want our students to fall in the average range on the norm table (around the 50th percentile). The reason we establish student goals is to close the achievement gap for your child. We want them to be performing and succeeding at their grade level with their peers.