St. Helen Elementary has a process to identify and provide additional assistance to students struggling in math, reading, and writing. Students are assessed in the spring and fall using NWEA and My-Access tests to determine if they require intervention. Students are placed in appropriate programs like Title I based on these assessments and other data. Title I students are re-evaluated every four weeks and can enter or leave the program based on their progress. Students are tested mid-year to assess growth and determine further assistance needed. Those in the Title I program receive two to five extra hours of support weekly in small groups or the classroom to help them master standards.

2. St. Helen Elementary has a process in place that ensures proper placement of students experiencing math , reading and writing difficulties within available programs. The selection process begins in the spring to prepare students and staff for the following school year. All students are assessed in late April using NWEA tests (math, reading, and language usage) and My-Access Writing. Students are identified as Bench Mark, Emergent or Strategic and the interventions employed are different based on which of these three Tiers that the student is identified to receive services. This information along with current MEAP data and classroom grades are used to place students in appropriate learning environments for the following school year. These learning environments include admission into the Title I program and appropriate classrooms for students requiring additional support in certain content areas.

3. All students at the beginning of the school year are again assessed to obtain baseline data using NWEA MAP (math, reading, and language usage) and MY-Access Writing. Students are identified as Bench Mark, Emergent or Strategic and the interventions employed are different based on which of these three Tiers that the student is identified to receive services. New students to St. Helen Elementary School are evaluated at this time to ensure appropriate placement within available programs.

4. Students who were placed in the Title I program are re-evaluated every four weeks for evidence of progress in the areas of math and reading. Students are identified as Bench Mark, Emergent or Strategic and the interventions employed are different based on which of these three Tiers that the student is identified to receive services. Students who are benchmarking are released from the Title I program, but are closely monitored for success in the general education classroom. Students may re-enter the Title I program as needed based on progress monitoring data and teacher recommendation.

5. St. Helen Elementary students are tested mid-year using NWEA and MY-Access to determine growth. Students are identified as Bench Mark, Emergent or Strategic and the interventions employed are different based on which of these three Tiers that the student is identified to receive services. The data is analyzed to determine additional Title I placements. This process is ongoing and provides timely assistance to students who are having difficulty performing at grade level expectations.

6. Students who have been identified for Title I services are given additional support in the areas of math and reading strategy instruction in all content areas. Depending on grade level, students receive between two to five hours of additional academic support outside the content area classroom setting, and/or additional assistance in the classroom.

7. Title I teachers work with classroom instructors to meet the needs of each individual learner. They discuss individual student needs and brainstorm ways to differentiate instruction. Within the Title I program, Title I teachers differentiate instruction by using content area materials and technology to meet individual needs of each student.