Title I: Reading/Math


When most people refer to Title I, they are actually talking about Title I, Part A of the No Child Left Behind Act of 2001 (NCLB). Part A, Improving the Academic Achievement of the Disadvantaged Program, is one of the most well-known parts of federal education law.

Title I funds are targeted to schools and districts with poverty and used to provide educational services to students who are at risk of failing to meet state standards.

Title I has existed since the Elementary and Secondary Education Act of 1965 (ESEA), when the federal government first began to authorize formula grants to states and districts for the education of elementary and secondary students with low academic achievement who are enrolled in schools serving lower-income areas. It was reauthorized with the 2001 No Child Left Behind Act.

Title I: Additional Information/Parent Resources

Title I: Eligibility

How are children considered for Title 1 services at Sabold?

At each grade level, several measures are considered to determine a child’s Title 1 participation. These measures include:

Grade 2:

  • MAPs scores and growth levels
  • Guided Reading Level
  • Teacher observation and consultation with Child Study Team

Grade 3:

  • MAPs scores and growth levels
  • Guided Reading Level
  • Teacher observation and consultation with Child Study Team

Grade 4:

  • PSSA scores from Grade 3
  • MAPs scores and growth levels
  • Guided Reading Level
  • Teacher observation and consultation with Child Study Team

Grade 5:

  • PSSA scores from Grade 4
  • MAPs scores and growth levels
  • Guided Reading Level
  • Teacher observation and consultation with Child Study Team

Title I: Exit Criteria

How do children exit Title 1 services at Sabold?

We want to support our students for as long as they show the need for supplemental reading support. But, we want them to also become successful learners without the additional support of Title 1. To that end, when a child meets specific exit criteria and parents and teachers are in agreement, that child will no longer need to attend Title 1 classes.

The following measures are to be considered in exiting children from Title 1:

Grade 2:

  • Guided Reading Level in the Proficient range
  • MAPs scores in the Average or above range
  • Consultation with classroom teacher

Grades 3, 4, & 5:

  • Scoring at the Proficient or Advanced level on the PSSA (English Language Arts)
  • Guided Reading Level in the Proficient range
  • MAPs scores in the Average or above range
  • Consultation with classroom teacher

Title I: Programming

Comprehension Instruction:

Reading comprehension is the key to understanding the written word. It is also one of the more difficult skills to attain. As the grades progress, the reading becomes more complex and students are expected to read and comprehend a wider variety of texts (genre). The texts require extensive automatic sight word knowledge, content and contextual vocabulary, background knowledge and an understanding of different text structures. As children progress to the higher grades, the reading of text books and informational text becomes crucial to academic achievement.

Leveled Literacy Instruction (LLI)

In Title 1 we use the LLI system to address reading comprehension instruction. LLI is a small group, supplementary intervention designed for students who find reading and writing difficult. The goal of LLI is to bring students to grade level achievement in reading.

LLI is based on the Fountas & Pinnell Text Level Gradient. Each level of text makes increasing demands on the reader, but the demands and resulting changes are gradual. By actively participating in intensive lessons on each level, readers have the opportunity to expand their reading and writing abilities. With the support of instruction, they stretch themselves to read more complex texts with accuracy, fluency, and comprehension – and to write with more complexity.

Decoding & Fluency:

The Title 1 program at Sabold Elementary incorporates two WILSON reading programs; Just Words and Intensive Wilson (WRS). Below is an in-depth look at what our WILSON programs entail.

WILSON Reading System (WRS) ®

The Wilson Reading System (WRS) is the flagship program of Wilson Language Training and the foundation of all other Wilson programs. Based on Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the language to students and adults who have been unable to learn with other teaching strategies, or who may require multisensory language instruction.

This step-by-step program is appropriate for students in grade 2 and beyond, WRS is widely used with notable success in public and private schools, clinics, adult education classes, family literacy programs, and correctional facilities.

Program Highlights

  • Offers a research-based program with more than twenty years of data collected and analyzed from school districts implementing the program.
  • Provides a systematic and cumulative approach to teach total word structure for decoding and encoding.
  • Follows a ten-part lesson plan that addresses decoding, encoding,
  • oral reading fluency, and comprehension in a sensible and logical fashion.

  • Aids teachers by making all instruction multisensory and interactive.
  • Uses a unique “sound tapping” system.
  • Has one of the most extensive collections of controlled and decodable text (word lists, sentences, stories) for students beyond the primary grades.
  • Provides two levels of vocabulary, making this program appropriate
  • for students in elementary, middle, and high school, as well as adults.

  • Uses criterion-based assessments built into the program to measure student progress and success.
  • Is a comprehensive program that can follow students from grade to grade.

  • WILSON Just Words®

    Just Words is a highly explicit, multisensory decoding and spelling program for students in grades 3–12 and adults who have mild to moderate gaps in their decoding and spelling proficiency but do not require intensive intervention.

    The Just Words curriculum provides a sophisticated study of word structure appropriate for students beyond the elementary grades. It provides direct and explicit teaching of “how English works” for both decoding and spelling automaticity.

    Program Highlights

  • Directed, accelerated pacing of word structure based on the research-validated Wilson Reading System® (WRS).
  • Emphasis on phonemic awareness, phonics, word study, and spelling.
  • Explicit, systematic teaching of skills through the six syllable types and common Latin roots.
  • Extensive student practice with multiple opportunities for skills development.
  • Assessments for monitoring student progress throughout the program.
  • Title I: Parent & Student Expectations

    How Can Parents Help?

    • Monitor your child’s school attendance.
    • Check your child’s homework planner and monitor completion of assignments.
    • Promote a positive use of extracurricular time.
    • Participate in school-related activities.
    • Monitor the amount of television your child watches.
    • Check for notices & communications coming from school.
    • Have fun reading with your child!
    • Play car games involving reading or problem-solving (see student expectations).

    How Can Students Help?

    • Do your homework each day.
    • Read for a minimum of 30 minutes a night.
    • Read the comics or sports page from the newspaper.
    • Do crossword and other word puzzles.
    • Play word games.
    • Keep a journal or a diary.
    • Start a Writer’s Notebook.

    Contact Information

    Peter Brigg
    Sabold Elementary, Principal

    Ms. Cynthia J. Mattei
    Director of Elementary Teaching & Learning
    Director of Federal Programs

    Dawn Ries
    Administrative Assistant


    Please use the links below to visit great online resources for students and parents.

    Powered by Finalsite