Bethel School District offers supplemental services to qualifying students in the areas of reading and math. The following programs are available in the elementary and secondary schools.

Title I

Title I is a federally funded program designed to help students who need extra support in school. Funds are given to each school district dependent upon the number of low-income families in the district. Title I is based on the idea that all students can succeed. The state sets high academic standards that each child is expected to work toward achieving. The Bethel School District, individual schools, and parents work together to plan programs to help children accelerate their learning.

Parents are encouraged to become involved. There are two kinds of Title I programs.

A Title I targeted assistance program identifies individual children who need extra assistance in the areas of reading and/or math. Another type of Title I program is a school-wide program. A school-wide program can be established when more than 40% of their students come from low-income families. Assessments are used to qualify students for Title I instruction services.

To qualify for a school-wide program, a year of comprehensive planning is required, with district staff and outside technical assistance involved. The goal is to improve or restructure the instructional program while addressing the ten components of successful schools. In this program model, all low achieving students can receive Title I services as needed.

Learning Assistance Program (LAP)

The Learning Assistance Program (LAP) is supported by the state of Washington. The goals and objectives of this program are identical to the Title I Targeted Assistance program. Students are instructed in small groups, and student progress is monitored on a frequent basis.

Characteristics of Both Programs

Both Title I and LAP programs provide instruction for students that is supplemental to the regular education program. Educational goals are determined for each student and are evaluated frequently through formal and informal assessments. Students are given extra support in reading or math to accelerate their learning, usually in individual or small group settings. Parents are notified of student progress several times throughout the year. They are strongly encouraged to become involved in their child’s education both in and out of school.

Parent Involvement

Parents are encouraged to participate in the design of their school’s yearly revision of the school improvement plan, participate on committees, to volunteer at school, to attend parent conferences and open house, and to work closely with their child at home and with the teachers at school. Parents are invited to participate in the planning of the district family involvement events and other parent activities available at their neighborhood schools. A Parent Compact and Parent Involvement Policy are development with parents and distributed yearly to families. Many schools also have a Parent/Child Take-home Reading/Math program to encourage children to read at home.

Supplemental Curricula

All of the elementary schools use the Houghton-Mifflin Early Success and Soar to Success programs as well as Reading Mastery and Corrective Reading to supplement the basic education adopted reading curriculum. Schools use the Number Worlds curriculum for math. Our secondary schools support the basic education programs using Rewards, Read Naturally, Ramp Up, Segmented Math and Orchard computer programs for additional curricula.

Title I Accountability

Each school is required to develop a school improvement plan. The plan must show how programs will address strategies to improve student achievement and meet state standards. Improvement plans must incorporate research-based strategies to strengthen core academic subjects.Other components included in school plans are: increase parent involvement, professional development for staff members, measurable goals for continuous improvement. Plans must specify how funds address school improvement status.

Private Schools

Low-performing private school students who live within the Title I school attendance area are eligible for Title I services. Criteria similar to that of the public school may be used to determine student eligibility. Public and private school staff must collaborate on what services and settings are most appropriate and possible. Services must be secular, nonidealogical, and equitable to those provided to public school students. Student academic progress must be reported to the district staff.

For Questions Please contact:

Sally Keeley, Director of Support Services, 683-6923 Lynette Ross, Secretary to the Director, 253-683-6922 Joan Bates, Education Specialist for Title I/LAP, at 253-683-6938.

---