Title Programs

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 2019-2020 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

 

Pennsylvania State Parent Advisory Council Website

Mrs. Friel's Title I Website

Mrs. McManus's Title I Website


 

Additional educational websites:

http://www.earobics.com/gamegoo/gooey.html
Grammar, comprehension, spelling, synonyms and antonyms practice

http://teacher.scholastic.com/activities/adventure/index.htm
Interactive games on English grammar, Spanish, math and science

http://www.timeforkids.com/
Current news events written for kids

http://www.starfall.com/
Phonics practice and easy to read stories

http://storynory.com/
Audio stories

http://www.abcya.com/
Educational games for grades K-5

http://reading.ecb.org/
Using reading comprehension strategies in a fun way!

http://www.storylineonline.net/
More online books!

http://www.aaronshep.com/index.html
Lots of stories with links to Readers’ Theater scripts

http://bookadventure.com
Check out Kid Zone!

http://www.education.com/activity/comprehension
Reading comprehension games

http://books.atozteacherstuff.com/leveled-books/
Finding a book’s reading level

http://www.scholastic.com/bookwizard/
Finding a book’s reading level

https://improvingliteracy.org/kid-zone Fun literacy games:

http://www.spellingcity.com Type in your spelling list and practice your words

https://www.flocabulary.com/join-class/

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
 

TITLE III: ENGLISH LANGUAGE DEVELOPMENT

An Overview

English Language Development Program Goals

1. The goal of the English Learner Development classroom is to provide rigorous and intensive English instruction. Students are instructed in both social and academic language to support their English proficiency growth. Students receive quality instruction in listening, speaking, reading and writing as outlined in the Pennsylvania Language Proficiency Standards. The goal of English Language Development instruction both in and out of the ELD classroom is to provide students with full access to the curriculum at their proficiency levels. The amount of time each student receives EL specific English only instruction is based on students’ specific proficiency levels and needs.

2. The K-12 English Learner (EL) Program of the Springfield School District provides students with the language skills they need to successfully participate in content area classes. To meet this goal, ELD instruction addresses the Pennsylvania Language Proficiency Standards and Pennsylvania Core Standards. Emphasis placed on various benchmarks is adjusted to the needs of the individual student. An underlying objective is to provide a source of support as the student seeks to understand and adapt to his or her new cultural and academic setting. EL teachers work to develop an appreciation of their students’ strengths within the school setting and to ensure full access to the range of educational opportunities available in the schools. English Learners fully participate in the regular education content classes at the level of their English proficiency with the goal being attainment of the PA Core Standards.

3. The new Pennsylvania Basic Education Circular (BEC) released in July 2017 outlines state requirements for “Educating English Learners” in Pennsylvania.

The Pennsylvania Department of Education states, “There are more than 61,000 English Learners (ELs) speaking more than 200 different languages in Pennsylvania. The education of students whose dominant language is not English and who are ELs is the responsibility of every Local Education Agency (LEA). Title 22, Chapter 4, Section 4.26 of the Curriculum Regulations requires the LEA to provide a program for every student who is an English learner (EL).”

“The goal of language instruction educational programs (LIEPs) is to facilitate the development and attainment of English proficiency and academic achievement of students whose native or first language is not English. Without instruction in social and academic English and appropriate support for learning academic content, these students are at risk of losing the educational opportunities provided to non-EL students.

Contact Information

Cynthia Mattei
Director of Teaching and Learning
Director of Federal Programs

610-938-6242

Cindy Barnes
English Language Development Teacher

E.T. Richardson Middle School
Sabold Elementary

 

Lisa Gowman
English Language Development Teacher

Scenic Hills Elementary
Springfield Literacy Center

Kristen Heal
English Language Development Teacher

Springfield High School

 


Title III- Programming

Title III funding may be used by LEAs to enhance existing ESL/Bilingual programs. It may be used only to supplement, not supplant, existing programs and sources of funding.. There are three required activities for the use of Title III funds:

1. Provide a high-quality LIEP

2. Provide professional development to teachers, administrators, and other school-based personnel who work with ELs

3. Provide and implement other effective activities and strategies that enhance or supplement LIEPs, which must include parent, family, and community engagement activities, and may include strategies that serve to coordinate and align related programs

Parents Right to Refuse Service: The Pennsylvania Department of Education has instituted a parental right to refuse English Language Development (or “opt out” of ELD). Although it is not advised, if a parent so chooses, they may refuse specialized services or classes that are only provided for English Learners. (This does not include a class composed of ELs and non-ELs in which ELD is supported through content instruction.)

If you are interested in learning more about your right to refuse ELD service for your child, please contact your ELD teacher or building principal.

Title III Program Goals 2018-2019

  • 100% of EL students receiving Title III services will demonstrate growth in English Language proficiency.
  • Maximize parent involvement in school based activities.
  • Support student growth through high quality PD for classroom teachers and support staff that focuses on highly effective instructional practices for EL students.

 

TITLE III: ADDITIONAL INFORMATION/PARENT RESOURCES

Identification & Placement

Identification of English Learners

The K-12 ELD Program conducts an initial screening once the appropriate steps have been taken in the PDE “English Learner Identification Procedure” guidelines.

PDE English Learner Identification Procedure

  • WIDA ACCESS Placement Test (W-APT)

    • W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to kindergarten students that have registered for classes who may be designated as English language learners.
    • The Entrance Requirements: In Kindergarten a Listening, Speaking, Reading and Writing. Raw score for oral language of 19 or lower OR Between 20-24 inclusive AND reading ≤ 6 OR writing score ≤ 4 on the W-APT assessment is eligible for ELD services. In some cases, multiple criteria may be used to determine eligibility.
       
  • WIDA Screener Placement Test

    • Students in grades 1-12 will be administered the WIDA Screener. A WIDA Screener composite score of 5.0 or lower is eligible to receive ELD service

Program Placement of English Learners

Language Instruction Educational Program (LIEP)

The LIEP program within the Springfield School District is designed for all ELs to have equitable access to academic content for all courses for which they are enrolled.

Program types:

  • EL Specific English only instruction
  • Mixed classes with English only

Assessment & Reclassification

Assessment

Annual State English Language Proficiency Assessment: PDE is a member of the multi-state World Class Instruction Design and Assessment (WIDA) Consortium. The WIDA Consortium developed an assessment entitled Assessing Communication and Comprehension in English State to State for English Language Learners (ACCESS for ELLs). The Pennsylvania Department of Education uses the ACCESS for ELLs as the required instrument for the annual assessment of English language proficiency. ACCESS for ELLs is a standards-based, criterion referenced English language proficiency test designed to measure English language learners' proficiency in English. It assesses social and instructional English as well as the language associated with Language Arts, Mathematics, Science and Social Studies within the school context across the four language domains of listening, speaking, reading and writing.

 

ACCESS 2.0 Test dates for 2018-19

  • January 8, 2019- February 22, 2019

Reclassification Criteria

The Springfield School District follows the exit criteria requirements as outline by the Pennsylvania Department of Education. Once ELs attain English proficiency as defined in the state reclassification procedure, they must be reclassified as former ELs. The academic progress of former ELs is actively monitored by district personnel for a period of two (2) years after reclassification.

Click here to view the Reclassification Criteria.

Key Terms

Key Program Terms

English Learner (EL) - Refers to students who are identified as still in the process of acquiring English as an additional language.

Immigrant (IMM) –The term “immigrant children and youth” means individuals who:

  • (A) are aged 3 through 21;
  • (B) were not born in any State; and
  • (C) have not been attending one or more schools in any one or more States for more than 3 full academic years.

*Students from Puerto Rico are not considered immigrants.

Students with Limited or Interrupted Formal Education (SLIFE) - Students identified as SLIFE are:

  • Enrolling after grade two, AND
  • Have a literacy score of less than 3.5 on the WIDA Screener or MODEL Screener, AND
  • Have at least two fewer years of age appropriate schooling than peers or has disenrolled from U.S. schools to enroll in schools in other countries (including Puerto Rico) more than two times in the past four years, AND
  • Have limited encoding/decoding skills in native language (as indicated by family interview and/or native language measures and/or review of academic records and/or local measures)
     

English Language Development (ELD) - Refers to the courses, classes, and/or programs designed for students learning English as an additional language.

WIDA Consortium- WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners. To this end, the WIDA Consortium has developed English language proficiency standards and an English language proficiency test aligned with those standards (ACCESS for ELLs®).

WIDA Screener - Intake assessment for ELLs new to the U.S. school system or to a particular district. It is aligned to the WIDA English Language Proficiency standards and the ACCESS for ELLs.

W-APT- Intake assessment ONLY for entering Kindergarten students. Must test in all 4 domains: Listening, Speaking, Reading & Writing

ACCESS for ELLs 2.0- Annual assessment given to students in Pennsylvania to measure academic English language proficiency. Assessment is online and measures English language proficiency in Listening, Speaking, Reading, & Writing.

Alternate ACCESS for ELLs – Alternative ACCESS for ELLs 2.0 assessment for students identified as special education students and meet required criteria for participation.

English Language Proficiency Levels:

  • Level 1: Entering
  • Level 2: Emerging
  • Level 3: Developing
  • Level 4: Expanding
  • Level 5: Bridging
  • Level 6: Reaching

Parent Webinars

Resources for EL Families

WIDA

Pennsylvania is part of the World-Class Instructional Design & Assessment (WIDA) standards for English learners (ELs) consortium. More information about WIDA can be found in the links below.

English Language Proficiency Standards - WIDA's standards outline the progression of English language development and exemplify how to teach academic language within the context of content area instruction.

The WIDA Consortium's English Language Proficiency Standards encompass:

  • Social and Instructional language
  • the language of Language Arts
  • the language of Mathematics
  • the language of Science
  • the language of Social Studies

 

English Language Development Standards - WIDA draws on multiple theories and approaches in an effort to describe language use in academic contexts; this is the language that language learners must acquire and negotiate to participate successfully in school. These multiple theories and approaches form a theoretical foundation that supports the WIDA standards framework.

The standards framework consists of five components. Some of these components are expressions of a particular philosophy, while others are explicit representations of knowledge. The five components are:

  • Can Do Philosophy
  • Guiding Principles of Language Development
  • Age-appropriate Academic Language in Sociocultural Contexts
  • Performance Definitions & Strands of Model Performance Indicators (MPIs)

WIDA Standards

WIDA Can-Dos

WIDA Performance Definitions

WIDA Access

Helpful Websites

Starfall - Basic Reading and Writing Skills

ESL-Kids.com - Flashcards, worksheets, classroom games and children's song lyrics

Colorin colorado! - Resources to support English Language Learners

Kahn Academy - Free online courses, lessons and practice

Storynory - Free audio stories

Rewordify - Simplify Difficult English