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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

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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

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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

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�TITLE I PARENTS’ �RIGHT TO KNOW�

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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

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TITLE I

FUNDING

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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

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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

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LITERACY

CURRICULUM, ASSESSMENT AND PROFICIENCY

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LITERACY CURRICULUM�Kindergarten – 5th Grade �

Instruction is delivered through a balanced literacy model
Daily rituals and routines are established and practiced, empowering students to function independently with a high level of accountability

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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

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Components of SPS Literacy Curriculum and Instruction

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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)

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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.
mClass (Dibels)	All students in Grades K-5	Universal screen to inform instruction in reading; useful as SLO measure.
Reading Inventory (RI)	Students in Grades 3-5, as needed, based on IDT Team recommendations	Universal screen to inform instruction in reading; aligned to CT Core Standards
DRA2 Progress Monitoring	Students in Grades K-5, as needed, based on IDT Team recommendations	Measure progress in reading
Text Reading and Comprehension (TRC)	Students in Grades 1-4, as needed, to determine a student’s instructional reading level	Measure comprehension
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.

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LITERACY �PROFICIENCY EXPECTATIONS

Reading Inventory (RI)

GRADE	LEXILE SCORE Proficiency Range
3	516-820
4	736-940
5	826-1010

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MATHEMATICS

CURRICULUM, ASSESSMENT AND PROFICIENCY

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Math Curriculum

All Stamford Public Elementary Schools use Everyday Math 4 in Grades K to 5

Everyday Math 4 is:

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

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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

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SPS Federal, State, and District Assessments

Math Inventory (MI)	All students in Grades 1-5	Universal screen to inform instruction in math; aligned to CT Core Standards
Math Unit Assessments	All students Grades K-5	Unit opportunity to gather data to determine mastery of standards and to make instructional decisions
Assessment Check In	All students in K-5	Daily 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.

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MATH �PROFICIENCY EXPECTATIONS

Smarter Balanced Assessment

Will be graded on a 4 point scale

The State has not released the specific expectation for the 4 point scale yet.

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PARENT

INVOLVEMENT POLICIES

AND

SCHOOL COMPACTS

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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

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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:

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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

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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

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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

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Questions/Clarifications?

Mrs. Lauren Moore

Title-1 Math Specialist

Northeast Elementary School

203-977-4158

lmoore@stamfordct.gov