Training and Support in Title I Schools
Schools access specialized training in literacy and mathematics
Literacy Collaborative® (LC) is a long-term professional development model designed to provide a comprehensive, school-wide approach to core literacy instruction. Implementation supports the FCPS Balanced Literacy Framework for systematic teaching of reading and writing in grades K-6. School-based literacy coaches are trained to offer on-going professional development and coaching opportunities for teachers to refine their instruction, in order to improve the reading, writing and language skills of all students.
Reading Recovery® is a highly effective short-term intervention within the FCPS Responsive Instruction model. It is designed for first grade children who are not learning to read and write as quickly as their peers. Children in Reading Recovery receive daily lessons from a specially trained teacher for approximately 12-20 weeks. The majority of children served reach grade level expectations. Teachers receive ongoing professional development and ongoing, job-embedded coaching from Reading Recovery teacher leaders in order to strengthen their theoretical understandings and practices. This Tier 3 intervention is in addition to classroom (core) reading and writing instruction.
K.L.A.P. (Kindergartners Learning About Print)
K.L.A.P. is a professional development model designed to assist kindergarten teachers in building their understanding and practices of how to teach for accelerated early literacy learning. As part of this 13-week professional learning experience, teachers receive guidance as they engage in a hands-on cycle of planning, teaching, checking for understanding, and refining instructional practice.
Add+Vantage Math Recovery®
Add+Vantage Math Recovery® professional development provides teachers with access to comprehensive frameworks for mathematical learning, instruction, and assessment offering a detailed understanding of how:
- children develop early numeracy,
- to accurately assess students’ mathematical learning, and
- to tailor instruction to better enable students to progress in the area of mathematics.
Teachers use the knowledge they gain from this professional development in order to plan, implement, and monitor instruction and intervention based on students’ mathematical understandings.
Numbers and Operations
Number and Operations is a professional development course for teachers in upper elementary grades. Participating teachers deepen their understanding of the base ten number system and mathematical operations along with their understanding of how children learn these concepts through student-centered learning experiences.
Literacy support is designed to strengthen students’ reading and writing skills. Title I literacy leaders and classroom teachers work together to assess students’ strengths and needs and to plan appropriate literacy instruction. Literacy instruction focuses on the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Title I literacy leaders may provide ongoing professional learning for teachers in their schools. They work in classrooms as well as with small groups of students. Instruction is based on the FCPS Program of Studies (POS) and the Virginia Standards of Learning (SOL).
The purpose of the mathematics support is to increase the mathematics achievement of students in Title I schools. Title I math leaders focus on helping students develop mathematics concepts, problem solving strategies, and computational skills. They work with classroom teachers to assess students’ strengths and needs and to plan appropriate mathematics instruction. Title I math leaders may provide ongoing professional learning for teachers in their schools. They work in classrooms as well as with small groups of students. Instruction is based upon the FCPS Program of Studies (POS), the Virginia Standards of Learning (SOL), and the National Council of Teachers of Mathematics (NCTM) Standards.