Title I is a federally funded program through which the school receives funding to provide a program designed to supplement the regular classroom instruction in the areas of math and reading. Its purpose is to improve the educational program, help students attain grade level proficiency, and improve achievement in both basic and advanced skills.
Title I law requires that selection of Title I students be based on objective, uniformly applied criteria given to all students at each grade level. If a student meets the criteria, parents are notified and asked permission for their child to receive Title I services.
Reading, a fundamental foundation in education, is a prerequisite for obtaining information. It is a necessary skill for academic success as well as everyday life. And, it requires numerous cognitive processes that include, but are not limited to, fluency, comprehension, decoding, and motivation.
Unfortunately, many students struggle to read.
Our main goal is to teach students, using research-based interventions, to achieve reading success. Some areas that we will guide and assist students include phonemic awareness, phonics, fluency, comprehension, and vocabulary. Likewise, we will provide the students with the tools to think critically, facilitate strategies to enhance conceptual understanding, and provide explicit systematic instruction.
All programs require assessments. We will continue to assess, monitor, and differentiate instruction as needed. And although much of the instruction will be homogeneous, we realize that each child is unique. We will facilitate lessons that will be child-centered, scaffolded, and re-taught as needed.
Mathematics, like reading, is essential for academic and social success. Students need to be able to add, subtract, tell time, manage money, distinguish shapes, identify patterns, and use measuring devices.
And just like reading, many students struggle to grasp some basic mathematical concepts.
Our goal is to help students obtain mastery in mathematics. We will be using a variety of research-based practices which include the use of manipulatives and hands-on activities to formulate the different levels of learning. Likewise, we will use every available resource to enhance the learning experience.
Furthermore, we will continue to assess, monitor, and differentiate instruction as needed; maintaining the principle that each child is unique and learns at his/her own pace and style.
Hi, my name is Jeri McNulty and this is my 18th year teaching at HGS. I have been in my current position as Title I Reading teacher for 8 years. Prior to this, I was an Intermediate (3rd & 4th grade) teacher.
I received my Bachelor’s degree in elementary education from Marywood University. I have continued my education at various universities in both Pennsylvania and New York. I am a member of the Keystone State Reading Association and the International Reading Association. I recently attended a conference in Nevada on Acadience Reading.
I am the mother of four daughters who all graduated from HGS. Currently, my granddaughter, Olivia, is an Intermediate student in 3rd grade.
I love my job helping students become better readers and hopefully develop a life-long love of reading.
My name is Terry Quinn. Last year I had the privilege of working as a substitute teacher/ Title I teacher for Howard Gardner MI Charter School. This year I look forward to fulfilling my role as a Title I teacher for students struggling in the areas of reading and mathematics.
My education includes a Bachelor of Arts in Elementary Education and a Master of Education in Reading from King’s College. I am certified to teach K-6 Elementary Education as well as K-12 Reading. I am a member of the International Literacy Association, the Keystone State Literacy Association, as well as the National Council of Teachers of Mathematics.
Prior to teaching at Howard Gardner, I was a substitute teacher for several school districts including the Luzerne Intermediate Unit.
As a Title I teacher, I look forward to helping students reach their full potential by providing up to date, research-based strategies for at-risk students. Also, I plan to communicate and collaborate with Jeri McNulty, the senior Title I teacher, as well as the classroom teachers. Likewise, I hope to offer fun and effective interventions for struggling students and aid their families by providing simple, at home activities to further their educational success.
Please feel free to contact me at terry.quinn@myhgsd.com.