Title Programming Review
The New Lexington City Schools receives Federal monies based on the percentage of disadvantaged students (free/reduced lunch) in the district to support Title programming. Title programs are comprised of various areas including: improving academic achievement, improving teacher quality, technology, students with disabilities, and early childhood special education services. Districts must create and file a Comprehensive Continuous Improvement Plan (CCIP) at the state level. The plan is reviewed and approved each year by a state consultant who is assigned to the district for support. In addition, districts must undergo a state inspection of the program and documentation kept by the district to ensure that it is compliant with Federal standards and requirements. This inspection was administered to the New Lexington City Schools this past October (2010) over a three day period and indicated that the district is compliant in all areas of Title programming.
One of many notable areas of the district CCIP is the district's plan for implementing intervention in reading and math through Title I services. Through the administration and analysis of such diagnostics as the KRAL, DIBELS, Ohio Achievement Tests, and MAPS , as well as teacher recommendation, students are identified to receive intervention through pull-out and inclusive delivery models. In addition, the SRA Corrective Reading Program was implemented this school year in grades 3-5 to meet the needs of any student who is reading one or more years below grade level. It is also used with students who are at risk of failing the state reading achievement test. Goals of the program are to increase the decoding skills (accuracy) of reading, and to develop fluency as well as comprehension. The district plan is to extend the Corrective Reading Program to other grades.
Another area of recognition is the district's process of curriculum review and alignment. Administrative and teaching staff has been meeting on a regular basis to analyze student data and set instructional goals based on the data and review of state mandated curriculum. In addition, teaching strategies to meet these goals are discussed. This process results in a seamless alignment and delivery of services to students of state standards.