Federal Projects Directors Workshop Sept. 30, 2010 Rosie Santana

1. Federal Projects Directors� WorkshopSept. 30, 2010Rosie Santana Title I Schoolwide

2. The Differences Between Schoolwide &Targeted Assistance Models

3. Context is Everything Why is there even a choice between the Targeted Assistance model and the Schoolwide model? The purpose of Title I is the reason for this choice�in the end, it�s about the best way to serve students� needs.

4. The Purpose of Title I �The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.�

5. Similarities Between the Two The state funding allocation formula is the same. Funding is based on # of children from low-income families (i.e., eligible for F/R Lunch). Any school with greater than 35% of students coming from families with low-incomes is eligible for Title I funding.

6. Similarities (cont.) The LEA (i.e., the district) must rank order eligible schools according to the percent of eligible children within their boundaries. This rank order is used to determine the allocation of Title I funds.

7. Similarities (cont.) While eligibility for school funding IS based on the # of students from families with low incomes� Selection of students for Title I services IS NOT.

8. Similarities (cont.) In other words, students are eligible for Title I services based on what their academic achievement data show to be academic needs.

9. Structure: Targeted Assistance Targeted Assistance is the �default� status of any Title I school. The reason for this is because of the purpose of Title I is to help the needs of the lowest achieving. In other words, Targeted Assistance is provided to those who are most needy.

10. Structure: Targeted Assistance Targeted Assistance is available to schools that have 35% or greater of their students from families with low-income.

11. Structure: Targeted Assistance Identification for Services All students who are at risk or failing are eligible, but services are limited to those most in need. Services are given based on triangulated academic data points, students are ranked by need and the highest needs are �targeted� for intervention services. Automatic Qualifications (i.e. when rank order doesn�t apply): Students who are Migrant, who came from Head Start or state institutions (e.g., Neglected or Delinquent), or who are classified as homeless are automatically eligible for targeted Title I services regardless of available ranking data.

12. Structure: Schoolwide The Schoolwide model is only available to schools that have 40%* or greater of their students from families with low-income. The Schoolwide model is designed to give greater flexibility in school structures, service delivery models, and finances. *The % used to be higher but was lowered under NCLB to allow more flexibility to schools.

13. Structure: Schoolwide The reason for the flexibility is related to the purpose of Title I�increasing achievement overall, but especially for the disadvantaged. In schools with 40% or greater poverty, the incidence of students who are at-risk for failure is much higher.

14. Structure: Schoolwide Thus, the Schoolwide model is designed for an entire school (i.e., �schoolwide�) approach to supporting students needs. Or, as the law states: A local educational agency may consolidate and use funds under this part, together with other Federal, State, and local funds, in order to upgrade the entire educational program�

15. Structure: Schoolwide The Schoolwide model makes sense for schools with high percentages of students in need because it provides flexibility in: How & which monies can be spent How services can be delivered Who can deliver services

16. Structure: Schoolwide Identification for Services Because of the nature of Schoolwide, all students in the school are technically receiving Title I services. This is why all teachers and parapros must meet Highly Qualified status, because they are all technically serving Title I students.

17. Structure: Schoolwide Identification for Services (cont.) Schoolwide schools SHOULD NOT rank order individual students. Schools must demonstrate that they are meeting the needs of ALL learners, especially those who are low-achieving or at-risk.

18. Structure: Schoolwide Identification for Services (cont.) Ranking shouldn�t be used because the rank order will inhibit all students who need services from getting the appropriate services. Rank order is for low-incidences of need (hence a �targeted� model) not for high incidences of need such as those found in schools with high poverty rates.

19. Structure: Schoolwide Identification for Services (cont.) While there is flexibility, and while all students� needs must be met, the statute still requires schools to ensure they are addressing the needs of certain low-achieving and at-risk students (including Migrant, N or D, Homeless, LEP, etc.). Schools must be able to demonstrate that Assessment and Data Utilization practices are appropriately suited to the structure and intent of services that are being provided.

20. Structure: Schoolwide The Schoolwide model fits well with: The 3-Tiered Model Response to Intervention (RTI)

21. Structure: Schoolwide The 3-Tiered Model Ensures that the needs of all learners are met within a schoolwide, tiered structure of support services. Tier 1 � all students are provide with core grade-level content to ensure they stay on track Tier 2 � extra support to ensure students catch up & stay up to grade level Tier 3 � intensive extra support for those with significant gaps/needs

22. Structure: Schoolwide Response to Intervention (RTI) : Provides a framework by which to ensure that a 3-Tier model is actually working Ongoing data analysis is used to identify, remediate, and monitor the needs of all students so that those who struggle can be given immediate and preventative assistance.

23. Here is a summary of a Comprehensive Assessment Plan. A screening assessment is given to all K-3 students in the beginning of the school year to determine risk status, to determine instructional goals and can help teachers differentiate instruction based on needs. A diagnostic assessment is given to selected students to help plan instruction and plan targeted or focused instruction to fill skill gaps. Progress monitoring assessments are given to all students to determine if the students are making sufficient progress in the comprehensive learning system. They can inform school action plans. But some students get more frequent and different progress monitoring assessments. We�ll talk more about that but progress monitoring assessments on critical reading skills can and should be administered to struggling readers as a way to see if the students are responding to the intervention being provided. And outcome assessments are given at the end of the school year to give school leaders and teachers feedback about the overall effectiveness of their reading program. And they help inform the school wide action planning process. Here is a summary of a Comprehensive Assessment Plan. A screening assessment is given to all K-3 students in the beginning of the school year to determine risk status, to determine instructional goals and can help teachers differentiate instruction based on needs. A diagnostic assessment is given to selected students to help plan instruction and plan targeted or focused instruction to fill skill gaps. Progress monitoring assessments are given to all students to determine if the students are making sufficient progress in the comprehensive learning system. They can inform school action plans. But some students get more frequent and different progress monitoring assessments. We�ll talk more about that but progress monitoring assessments on critical reading skills can and should be administered to struggling readers as a way to see if the students are responding to the intervention being provided. And outcome assessments are given at the end of the school year to give school leaders and teachers feedback about the overall effectiveness of their reading program. And they help inform the school wide action planning process.

24. Three Core Elements of Schoolwide Programs: 1) A comprehensive needs assessment that is based on information about student achievement in relation to state content and achievement standards. 2) A comprehensive schoolwide plan that describes action items for the nine remaining program components. 3) An Annual Evaluation. The School must evaluate annually the outcomes and the plan�s implementation to determine whether the academic achievement of all students, particularly low achieving students, improved, whether the goals and objectives in the plan were achieved, and if the plan is still appropriate as written.

25. Planning Components of a Schoolwide Comprehensive Program Plan: A) A comprehensive needs assessment that is based on information about student achievement in relation to state content and achievement standards. B) Reform strategies that provide opportunities for all children to meet proficient and advanced levels, use methods and instructional strategies determined by scientifically-based research to be effective, implement strategies that address the needs of all children, particularly those who are low-achieving and at-risk and which demonstrate how the school knows when those needs are met, and are consistent with state and district school improvement plans. C) Assurance that all instruction is provided by highly qualified teachers and paraprofessionals.

26. Planning Components of a Schoolwide Comprehensive Program Plan: D) Ongoing plans for high-quality professional development for principals, teachers, paraprofessionals, and others (e.g., pupil services personnel and parents) to enable all children to meet the state�s achievement standards. E) Strategies to attract high-quality teachers to high-needs schools. F) Strategies to increase parent involvement in student�s academic achievement (e.g., family literacy services). G) Plans to assist children in transitioning from preschool to elementary programs (or, from primary to secondary schools).

27. H) Measures to ensure that all teachers are included in the decision-making process regarding the use of assessments in order to ensure that students are meeting state achievement standards and to provide information on and improve the achievement of individual students as well as the overall instructional program in the school. I) Activities to ensure that low-achieving students are provided with effective, timely additional assistance that is based upon timely assessment measures which provide sufficient enough information upon which to make instructional decisions. J) The coordination and integration of other federal, state, and local programs and services that support the needs of disadvantaged students (e.g., other NCLB programs such as Reading First, Title III, Title X, etc., violence prevention programs, housing programs, Head Start, adult education programs, vocational and technical education, and job training).

28. Becoming Schoolwide Title I Schoolwide plan may be submitted for approval any time during the year once the process at the district level is complete. (Caveat- law requires one year development, unless district, after considering recommendation of state approved technical assistance providers, determines less) Actual plan is documented in the WISE tool and three other important documents are submitted: District Assurance Pages District Schoolwide Program Review Scoring Rubric A copy of Compliance Checklist

30. Process for SchooIwide Program Approval Six Phases School or district notifies the State of the School�s intent to become a Schoolwide Program. Schoolwide plan may be submitted for approval any time during the year once the process at the district level is complete. (Caveat- law requires one year development, unless district, after considering recommendation of state approved technical assistance providers, determines less) The School Leadership Team Completes all the required processes in the WISE tool. The School Leadership Team documents their efforts on the Compliance Checklist and request that the district review the Schoolwide Program Plan

31. Process for SchooIwide Program Approval Six Phases continued.. Following district feedback, appropriate changes are made and the district provides its approval. Upon approval by the district, (a) the school electronically submits the plan and (b) the district submits all district level documents to the State. ( Compliance Checklist, District Assurance Page & Completed District Schoolwide Program Review Scoring Rubric) The State will review all documentation for final approval

32. The Schoolwide Program does not end when a plan has been approved. Every Title I Schoolwide School is required to annually evaluate its plan. According to federal requirements (34 CFR 200.6 (c)) a school operating a Schoolwide Program must: Annually evaluate the implementation of, and results achieved by, the Schoolwide Program, using data from the State�s annual assessment and other indicators of academic achievement;

33. Determine whether the Schoolwide Program has been effective in increasing the achievement of students in meeting the State�s academic standards, particularly for those students who had been furthest from achieving the standards; and Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the Schoolwide Program. (This can be done on the wise tool under the monitoring features) As schools evaluate and revise the plan, The school must make sure that all required planning components are still addressed (34 CFR 200.28) and maintain documentation associated with your annual evaluation for the sake of federal program monitoring visits.

51. Three Core Elements of Schoolwide Programs: 1) A comprehensive needs assessment that is based on information about student achievement in relation to state content and achievement standards. 2) A comprehensive schoolwide plan that describes action items for the nine remaining program components. 3) An Annual Evaluation. The School must evaluate annually the outcomes and the plan�s implementation to determine whether the academic achievement of all students, particularly low achieving students, improved, whether the goals and objectives in the plan were achieved, and if the plan is still appropriate as written.

52. Evaluation/Annual Review This is done at this district level once a school has been reviewed and is monitored during State scheduled Title I Monitoring Visits. Recommendations on how to conduct annual evaluations, please see the Schoolwide Program Planning & Implementation Workbook - Appendix L , Revisit pg.16-19

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