- Be certain that your child attends school each day and gets enough sleep at night.
- Encourage your child's success and effort by talking to him or her about school.
- Provide a designated homework space for your child.
- Take your child to the library and read together every night - just 10 minutes a day makes an importance difference!
- Follow the teacher's suggestions for helping your child at home.
- Read and discuss the parent-school compact your child brings home.
- Visit your child's school and meet the teachers, including the Title I teacher.
- Discuss your child's progress with the teachers.
- Participate in Title I family activities and workshops.
- Volunteer to serve as a Parent Advisory Council representative.
- Read and return Title I notices such as parent surveys that evaluate and improve the program.
- Attend Title I parent meetings to assist the school staff in designing, implementing and evaluating the program.
Lorane Elementary is one of two schools in the Exeter Township School District that receives Title I federal funding to provide supplemental instruction for students based upon their academic needs. Title I funds for a school district are based on a state formula that is calculated by the number of students from economically-disadvantaged homes and then are provided to students in these identified schools. The goal of Title I is to increase student performance and academic achievement.
Questions about Title I can be directed to Dr. Eric Flamm, Director of Teaching & Learning through email or phone at 610-779-0700.
Who is eligible?
Lorane's Title I Program is designed to help students improve their achievement in reading by providing tiered instruction and intervention through the Response-to-Intervention (RTI) model, which is a multi-tiered approach to early identification and support of students with reading needs.
The RTI process begins with a universal screening (STAR Assessment) of all children in the general education classroom. The Fountas & Pinnell Benchmark Assessment System is also administered to identify the instructional and independent reading levels of all students, and to document student progress through one-on-one formative and summative assessments. Struggling learners are then provided with interventions at increasing levels of intensity to accelerate their rate of learning.