Title I: Reading/Math

AN OVERVIEW

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 enrolled in schools serving lower-income areas. It was reauthorized with the 2001 No Child Left Behind Act.

One major component of Title I focuses on providing parents with resources and information to support them and their child's academic success.  Below you will find a link to a parent survey through which you can identify areas of interest to you so the Springfield School District's Title I program can better support you and your child.  

Title I 2017-2018 Parent Survey

Title I: Additional Information/Parent Resources

Title I: Eligibility

How are children considered for Title I services at Sabold?

Multiple academic measures are considered to determine a child’s eligibility for participation in Title I.  These measures vary by grade level and include:

Grades 2 & 3: 

  • MAPs scores and growth levels
  • Curriculum Based Assessments
  • Teacher observation and consultation with Child Study Team

Grades 4 & 5:

  • PSSA scores from previous year
  • MAPs scores and growth levels
  • Curriculum Based Assessments
  • Teacher observation and consultation with Child Study Team

Title I: Exit Criteria

How do children exit Title I services at Sabold?

We want to support our students for as long as they show the need for supplemental reading and/or math support. However, we want them to become successful learners without the additional support of Title I. To that end, when a child meets specific exit criteria and parents and teachers are in agreement, that child will no longer need to receive Title I support services.

The following measures are used when considering exiting a student from Title I:

Grade 2:

  • Curriculum Based Assessments indicating consistent performance in the Proficient range
  • MAPs scores in the Average or Above Average range
  • Consultation with classroom teacher

Grades 3, 4, & 5:

  • Scoring at the Proficient or Advanced level on the PSSA (English Language Arts or Math)
  • Curriculum Based Assessments indicating consistent performance in the Proficient range
  • MAPs scores in the Average or Above Average range
  • Consultation with classroom teacher

Title I: Programming

Title I Reading: Title I Reading Instruction focuses on improving student achievement in reading through additional instruction and support in the areas of Decoding, Fluency, Comprehension, and Writing in response to text. 

  • Decoding & Fluency Instruction:
    • Decoding refers to the ability to figure out unknown words using a variety of strategies including sound/symbol correspondence, chunking of word parts, and contextual analysis of words in a sentence or paragraph.  Fluency refers to the ability to read text smoothly, with a conversational tone and rate and appropriate expression that implies understanding.  To support students with decoding and fluency needs, Title I incorporates two Wilson reading programs: Just Words® and Fundations®
      • Fundations® is a multisensory and systematic phonics, spelling, and handwriting program that benefits all K-3 students. Fundations® is designed as a whole-class, general education program and is used throughout Kindergarten, First and Second grades.  In Title I it is delivered as a double dose in a small group  setting for intervention.
      • Just Words® is a highly explicit, multisensory decoding and spelling program for students in grades 4–12 and adults who have mild to moderate gaps in their decoding and spelling proficiency but do not require intensive intervention. The program is designed for students with below-average decoding and spelling scores and should be combined with other literature-rich programs.
  • 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.  Additionally, developing the skill to write as a reflection on or in response to a questions about reading, is crucial to future learning.  To support students in developing those complex comprehension and writing skills, Title I uses the Fountas & Pinnell Leveled Literacy Intervention System.
      • Leveled Literacy Intervention (LLI) is a powerful, short-term intervention, that provides daily, intensive, small-group instruction, which supplements classroom literacy teaching. The LLI system works to deepen and expand comprehension with close reading and by increasing reading volume through engaging texts. 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.

Title I Math: Title I Math instruction uses both EnVision2.0 Math and i-Ready Math to support students through supplemental instruction based on the classroom EnVision2.0 curriculum and individualized mathematical instruction based on each student's individual profile through the i-Ready Diagnostic and Instruction program.

TITLE I: PARENT & STUDENT EXPECTATIONS

How can parents help?

As parents, you can support your child’s learning by :

  • Participating in your child's education which helps his or her achievement and attitude
  • Promoting a positive attitude toward school and learning.
  • Creating a home atmosphere that supports learning.
  • Monitoring attendance and limiting absences..
  • Making sure that homework is completed.
  • Monitoring and limiting the amount of time spent watching television or playing electronic/online games.
  • Participating in conferences and  in making decisions relating to my child’s education.
  • Promoting positive use of extracurricular time.
  • Staying informed by promptly reviewing and responding to all school communications.
  • Volunteering, to the extent possible, in the classroom and school.
  • ​​​​​​​Serving, to the extent possible, on policy advisory groups.

 

How can students help?

 

As students, you can share the responsibility for learning and:
​​​​​​​

  • Get to school on time everyday ready to learn.
  • Develop and maintain a positive attitude toward school and learning.
  • Be responsible for completing homework (including 30 minutes of reading everyday) and seeking help when needed.
  • Give your parents, or the adult who is responsible for your welfare, all notices and information received from school every day.
  • Work hard, be kind, and do your best!

TITLE I: PARENT RESOURCES AND NEWSLETTERS

TITLE I: EDUCATIONAL WEBSITE LINKS

 

Title I Reading Teacher Website

Title I Math Teacher Website

Additional educational websites:

TITLE I: REGULATIONS AND POLICY

TITLE I: CONTACT INFORMATION

Dr. Peter Brigg
Sabold Elementary, Principal
610-938-6550

Ms. Cynthia Mattei
Director of Elementary Teaching & Learning
Director of Federal Programs
610-938-6242

Ms. Dawn Ries
Administrative Assistant
610-938-6118
 

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