4 of 35

What Is A Title I Program?

Provides additional resources to low income schools to focus on increasing student achievement & closing the achievement gap

Provides instructional services and activities to meet the needs of “at risk students” (academically below grade level)

Increases and redefines the role of parental engagement in schools

5 of 35

Title I Programs Must Provide

Resources to help participating children meet state academic achievement standards
Planning for students served under Title I, which is incorporated into the existing school plan

6 of 35

Title I Programs Must Provide

Effective methods and instructional strategies that rely on scientifically based research for students, teachers and parents
Review of the progress of participating children, and revision of the Targeted Assistance Program

7 of 35

�TITLE I PARENTS’ �RIGHT TO KNOW�

8 of 35

PARENTS OF TITLE I STUDENTS HAVE THE RIGHT

To be invited to an informational meeting about their child’s participation in Title I programs and their right to be involved
To know about specific information about title I programs and an opportunity to request regular meetings
To request teacher and paraprofessional qualifications

9 of 35

TITLE I

FUNDING

10 of 35

How Does Your School Receive Title I Money?

The Federal Government provides money to each state

States send this money to school districts based on economic needs of district families

School districts use a formula to determine how much money each school receives based on the number of students who receive free and reduced lunch in the school’s attendance zone

11 of 35

Title I Funds Are Spent On:

Hiring additional teachers to raise the achievement level of “at risk” students
Materials that supplement regular classroom instruction
Professional development for staff
Parent engagement, consultation & training
Food, transportation and child care for parent-school partnership activities

12 of 35

LITERACY

CURRICULUM, ASSESSMENT AND PROFICIENCY

13 of 35

LITERACY CURRICULUM�Kindergarten – 5th Grade �

Instruction is based on the Science of Reading and Structured Literacy
Magnetic Reading (gr. K-2)
CKLA Knowledge (gr. K-2)
CKLA Literacy Block (gr. 3-5)
Daily rituals and routines are established and practiced, empowering students to function independently with a high level of accountability

14 of 35

Grades K - 2 Magnetic Reading Foundations

Program Overview: Comprehensive foundational skills program delivering explicit, systematic instruction to children in grades K - 2.

published_with_changes

Effective Routines

Research-based routines that make explicit foundational instruction manageable and effective.

auto_stories

Authentic Reading

Engaging texts designed for real-world practice, application, and meaningful literacy experiences.

assignment_turned_in

Tied to Assessment

Timely assessments connected throughout the program to continuously monitor student progress.

vpn_key

Primary Target Outcome

Essential Literacy Block Component

Combining systematic instruction, authentic reading, and assessment to drive early reading success.

15 of 35

Grades K - 2 CKLA Knowledge Block

Goal of CKLA Knowledge: Provide opportunities for students to develop core foundational competencies essential for literacy development.

lightbulb

Background Knowledge

Building context and world knowledge to better understand diverse topics and texts.

record_voice_over

Listening Comprehension

Developing oral language processing and active listening skills through rich read-alouds.

translate

Vocabulary

Expanding academic and domain-specific word mastery needed for deeper understanding.

auto_stories

Primary Target Outcome

Support Reading Comprehension

Connecting background knowledge, listening skills, and vocabulary for long-term reading success.

16 of 35

Literacy Block for Grades 3 - 5 Classrooms

CKLA Curriculum Focus: Developing foundational skills and language comprehension to empower strategic, fluent readers.

foundation

Foundational Skills

Developing core literacy mechanics and language comprehension.

auto_stories

Reading to Learn

Transitioning to reading for understanding and becoming strategic, fluent readers.

library_books

Diverse Text Exposure

Engaging with a variety of rich texts that deepen understanding of specific topics.

psychology

Primary Target Outcome

Strategic, Fluent Readers

Deepening knowledge and critical thinking across subject areas through comprehensive text exploration.

17 of 35

Literacy Assessments

Assessment Purpose: Evaluating foundational reading skills, fluency, and diagnostic comprehension data across elementary grades.

assignment

Literacy Tasks (K- 3)

Administered to K-3 students and grades 4 & 5 reading intervention participants.

Measures foundational reading skills and fluency.

analytics

i-Ready Inform (K - 5)

Adaptive, online assessment identifying student strengths and weaknesses.

Measures phonological awareness, phonics, vocabulary, and comprehension.

insights

DATA-DRIVEN INSTRUCTION

Comprehensive Student Reading Profiles

Combining targeted skill measurement with adaptive diagnostic insights across different text types.

18 of 35

SPS Literacy Curriculum and Instruction Includes:

Alignment to CT Core Standards and Frameworks (CCSS)

Reading, Writing, Listening, and Speaking Components in Lessons

Small Group Differentiated Instruction

Data driven focus based on individual students data points
Accommodations for our English Learner Students
Accommodations for our Special Education Students

Integrated Units for Literacy with Science and Social Studies
Research based best instructional practices

19 of 35

Components of SPS Literacy Curriculum and Instruction

20 of 35

Comprehensive Literacy Curriculum
Oral Language	Ability to speak about topics in complete sentences
Phonemic Awareness	Awareness of sounds, syllables, and rhyme; blending sounds into words, manipulates sounds to make new words
Phonics/Spelling	Knows all upper and lower case letters, reads letter-sound correspondences for consonants and vowels, reads and spells grade level appropriate words
Syntax (Sentence and Word Structure)	Knows and uses parts of speech appropriate to grade level standard, able to write legibly and with appropriate grade level writing speed, supports writing and spelling development
Vocabulary/Morphology	Can use appropriate grade level academic vocabulary, oral reading responds to punctuation with appropriate rate, accuracy, and expression, knows meaning of prefixes and suffixes, reads grade-level text orally
	Demonstrated comprehension (retelling, question-answering, infererencing)

21 of 35

SPS Federal, State, and District Assessments

LAS Test	All EL students in Grades K-12	To assess the progress of EL Students and need for services.
Literacy Tasks		Universal screener to identify at-risk readers
i-Ready Reading Diagnostic	Students in Grades 1-5, except students in New Arrival classrooms	Universal screener to inform instruction in literacy skill.
Kindergarten Assessment (KEI)	All students in Kindergarten	Required by CT state Department of Education
Smarter Balanced and CT Alternate Assessment	All students in Grades 3-5	Required by CT State Department of Education; to evaluate achievement in ELA and Mathematics.

22 of 35

MATHEMATICS

CURRICULUM, ASSESSMENT AND PROFICIENCY

23 of 35

Introduction to i-Ready Mathematics Classroom

24 of 35

Math Curriculum

All Stamford Public Elementary Schools use I-Ready Math Curriculum in Grades K to 5

I Ready Math is:

scientifically researched based
designed to use hands-on approach
teaches basic computational skills
Supportive of instruction which leads deep mathematical thinking

25 of 35

Goal for Mathematics

Our vision for every student's learning journey and mathematical mindset

psyg

Goal 01

Believe

They are “a math person” with confidence to learn and succeed.

trending_up

Goal 02

Grow

Their mathematical skills continuously from where they are starting.

ligh

Goal 03

Understand

How to solve a problem and why the method works deeply.

Goal 04

Build

Confidence and a positive attitude towards mathematics.

26 of 35

SPS Mathematics Curriculum and Instruction Includes:

Alignment to CT Core Math Standards (CCSS)

Each math standard is fully developed and mastered
Progression of skills are across grade levels

Small Group Differentiated Instruction

Data driven focus based on individual students data points
Accommodations for our English Learner Students
Accommodations for our Special Education Students
Instruction is rigorous and has “real world” applications

Research based best instructional practices

27 of 35

SPS Federal, State, and District Assessments

i-Ready Math Inform	All students in Grades K-5, except students in New Arrival classrooms	Universal screener to inform instruction in math
Math Unit Assessments	All students Grades k-5	Unit opportunity to gather data to determine mastery of standards and to make instructional decisions
Weekly Lesson Quizzes	All students in K-5	Weekly opportunity to gather data to make instructional decisions
Smarter Balanced and CT Alternate Assessment	All students in Grades 3-5	Required by CT State Department of Education; to evaluate achievement in ELA and math.

28 of 35

MATH �PROFICIENCY EXPECTATIONS

Smarter Balanced Assessment

Will be graded on a 4 point scale:

Level 4- Advanced
Level 3- Proficient
Level 2- Deficient
Level 1- Substantially Deficient

29 of 35

PARENT

INVOLVEMENT POLICIES

AND

SCHOOL COMPACTS

30 of 35

Parent Engagement Requirements

Law requires that all Title I program must provide “opportunities for training parents to become partners”

Effective, two way communication should be ongoing throughout the year

Parents are to serve on leadership or advisory committees

31 of 35

School Level �Parent Involvement Policy

Explains the school’s philosophy of engaging families in the learning process and in the culture of the school

Each school must develop a written school parental involvement policy jointly with Title I parents that describes how the school will carry out the following:

32 of 35

School Level �Parent Involvement Policy

Annual Title I Parent Meetings
Additional Title I Parent Meetings
Parent-School Compact
Build Capacity for Parent Involvement
Accessibility to parents with limited English proficiency, parents of migratory children

33 of 35

PARENT – SCHOOL COMPACTS

Jointly developed plan that outlines

Parent involvement
What children in each grade should know and be able to do
Duties that teachers and school staff pledge to perform
Duties that parents pledge to carry out
Guidelines on how the school and parents will share information, including regular updates on student progress

34 of 35

Federal Findings �for Title I Schools

How Can Schools Improve?

Make Annual Title I meetings a priority
Distribute parent notices in a timely manner
Ensure that school compacts and parent engagement plans are complete and living documents
Responsibilities of parents should be shared

35 of 35

Questions/Clarifications?

Title-1

Intervention Team

Kimberly Cassette-MTSS

Elena Kordowska-MSS

Linda Karpowich-LSS

Marytheresa Massoud-LSS

Springdale Elementary School

203-977-4575