The Murphy Elementary School District Department of Federal Projects oversees many programs that provide academic and enrichment opportunities to students. We also provide family engagement activities with the goal of improving the academic achievement of students. All educational programs are made possible through a variety of funding sources, such as Title I, Title II, and ESSER. The district actively seeks funding to support these educational opportunities for our students.
Title I Programs
In accordance to Every Student Succeeds Act (ESEA) we receive funding to ensure our students are successful in their school academics. The goal of Title I is to provide extra instructional services and activities which support students who are identified as failing or most at risk of failing academically. We are able to hire highly qualified teachers, reading interventionists and specialist to ensure our students continuous growth.
Summer School Programs
Professional Development for Staff
Quality Structured English Immersion Programs
Academic Parent Teacher Team (APTT)
WHAT IS APTT?
Academic Parent Teacher Teams is a movement to develop meaningful academic partnerships between families and school. This method brings teachers and parents/guardians together to enhance the students educational success. We create deeper understanding of ways parents/guardians can engage with their children’s education and assists with support and techniques to strengthen the engagement at home. This model is research-based and aligns depending on the students grade level, performance, and family-teacher communication & collaboration.
Reading Lab is an integral part of the Response to Intervention (RtI) process.
The purpose of the Reading Lab is to provide individual help to students at risk.
The students are assessed for benchmark skills three times a year by a trained team using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The data collected from DIBELS is used to place students at risk in the reading labs for Tier 2 & 3 (see diagram below).
Once a student is placed in Tier 2 & 3, the student receives personalized reading instruction as determined by his/her DIBELS scores. The skills assessed to determine tiered placement may include phonemic awareness, high frequency sight word recognition, oral reading fluency, and retell for comprehension.
30 minutes daily outside the Tier 1 – Reading Block … Small groups in the Reading Lab setting
Intensive studentsTier 2
15 minutes 3 days a week outside of Tier 1 – Reading Block – Push In model in the classroom
Intensive/Low StrategicTier 1
90 minutes – whole class instruction