Title 1 Federal Program
Shady Grove Elementary Named Pennsylvania Title I Distinguished “High Progress” School
Congratulations to the students, staff, and administration of Shady Grove Elementary School as it has been recognized as a Pennsylvania Title I Distinguished “High Progress” School in the 2016-2017 school year.
Each year, the Pennsylvania Education Division of Federal Programs honors the top performing Title I schools in the Commonwealth based on measurable objectives related to high achievement or high progress. High Progress schools are within the highest 5% Title I schools based on aggregate progress in closing the achievement gap in English-Language Arts and Mathematics for PSSA. In total, 179 Title I schools were selected to be named Distinguished Schools in the Commonwealth of Pennsylvania.
Once again, we congratulate the Shady Grove community on their continuing efforts to promote the achievement of each and every student within a safe, caring, and respectful learning environment.
Title I Designation
Shady Grove Elementary School meets the Federal Government’s criteria as a Title I “Targeted Assistance” school. The elementary students of Shady Grove Elementary School are engaged daily in an English-Language Arts instructional block rich in the use of best practices designed to develop skilled readers and writers. The district's elementary English-Language Arts curriculum is supported by McGraw-Hill's Wonders literacy resources and includes all facets of a well-balanced literacy program of the twenty-first century.
In addition to this very strong core curriculum offered to all students in the Wissahickon School District, Title I students benefit from additional instructional support by certified reading specialists. Reading specialists provide expert instruction, assessment, and leadership for our Title I reading program. With their advanced preparation and experience in reading, they work daily with our most struggling readers.
The Reading Specialists support classroom teaching and work collaboratively with instructional colleagues to implement a reading program reflective of best practices. This additional reading instruction is guided by on-going assessment data, and as a result, the instruction is appropriately differentiated, focused, and strategic. The Reading Specialists assess the reading strengths and needs of our Title I students and communicate this information to classroom teachers, parents, and specialized personnel, all in an effort to support the literacy development of each reader.
Title I Program Description
For more information about the Title I Program, read below.
“Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.
LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income families. The school must focus Title I services on children who are failing, or most at risk of failing, to meet State academic standards. Title I schools with less than the 40 percent schoolwide threshold or that choose not to operate a schoolwide program, offer a ‘targeted assistance program’ in which the school identifies students who are failing, or most at risk of failing, to meet the State's challenging academic achievement standards. Targeted assistance schools design, in consultation with parents, staff, and district staff, an instructional program to meet the needs of those students. Targeted assistance programs must use instructional strategies based on scientifically based research and implement parental involvement activities.
Under Title I, LEAs are required to provide services for eligible private school students, as well as eligible public school students. In particular, section 1120 of Title I, Part A of the ESEA, requires a participating LEA to provide eligible children attending private elementary and secondary schools, their teachers, and their families with Title I services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their families. These services must be developed in consultation with officials of the private schools. The Title I services provided by the LEA for private school participants are designed to meet their educational needs and supplement the educational services provided by the private school.” (U.S. Department of Education)
Three decades of research provide convincing evidence that parents are an important influence in helping their children achieve high academic standards. When schools collaborate with parents to help their children learn and when parents participate in school activities and decision-making about their children’s education, children achieve at higher levels. In short, when parents are involved in education, children do better in school and schools improve.