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serving children in a targeted assistance title i program

Serving Children in a Targeted Assistance Title I Program

2011 Title Programs Conference

June 15-16, 2011

presenters

On the View tab, click GRIDLINES to help you align your text boxes and images. (The gridlines will not be displayed during your slide show.)

Remember to change the date on the Handouts Master and determine whether you want slide numbers to appear on all of your slides.

Presenters

Marijo Pitts-Sheffield

Georgia Department of Education

Title I Education Program Specialist

mpitts@doe.k12.ga.us

(912) 269-1216

Grace McElveen

Georgia Department of Education

Title I Education Program Specialist

gmcelveen@doe.k12.ga.us

(912) 739-3652

brief history

BriefHistory

Targeted Assistance (TA) programs were created early in the history of Title I because of audit and accounting concerns.

Congress tightened fiscal requirements.

Encouraged segregation of Title I teachers, students, and equipment from regular program.

TA was sole delivery model until 1978.

Term targeted assistance schools first used in 1994 because of expansion of schoolwide model.

brief history1

Brief History

Concept of TA schools altered in 1994 and 2001 reauthorizations.

Pull out services strongly discouraged.

Loosened tight restrictions on use of Title I funds.

Raised expectations requiring schools to help enable children to meet high standards expected of all students.

Most recent guidance is 1996 ED Guidance.

No mention of TA in No Child Left Behind (NCLB) regulations.

definition

Definition

A targeted assistance school is one that:

Is ineligible to operate a schoolwide program because the free/reduced lunch percentage is under 40 percent.

The local educational agency (LEA) has chosen not to operate school as a schoolwide program.

Serves an eligible attendance area.

definition1

Definition

TA expenditures:

Are used to provide services to eligible children identified as having the greatest need for special assistance.

May only be used to provide services not otherwise required by law (supplement, not supplant).

Must be documented to show that expenditures are used ONLY for eligible children, their teachers and their parents.

eligible students section 1115 b 1 b
Eligible Students [Section 1115(b)(1)(B)]

Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State’s challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria…

eligible students section 1115 b 1 b1
Eligible Students [Section 1115(b)(1)(B)]

…Children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.

eligible students section 1115 b 2
Eligible Students [Section 1115(b)(2)]

(A) In general, children who are economically disadvantaged, children with disabilities, migrant children or limited English children, are eligible for services…on the same basis as other children selected to receive services…

eligible students section 1115 b 21
Eligible Students [Section 1115(b)(2)]

(B) Head Start, Even Start, or Early Reading First, – if served at any time in the previous 2 years (includes Title I preschool).

(C) Part C – Education of Migratory Children – if served at any time in the previous 2 years.

eligible students section 1115 b 22
Eligible Students [Section 1115(b)(2)]

(D) Neglected or Delinquent Children – if in a local institution or attending a community day program for such children.

(E) Homeless Children – If homeless and attending any school served by the LEA.

selection criteria

Selection Criteria

Students identified by the school as failing, or most at risk of failing, to meet the State’s challenging academic standards.

Students identified on the basis of multiple, educationally related, objective criteria established by the LEA and supplemented by the school.

Students in preschool – Grade 2 selected solely on the basis of such criteria as teacher judgment, interviews with parents and developmentally appropriate measures.

slide13

Process for Selecting Students for Title I Services

The following slides include a sample student selection process and a sample rank order form.

slide14

TITLE I

STUDENT SELECTION PROCESS SAMPLE WORKSHEET

READING/LANGUAGE ARTS or MATH

SUBJECT AREA_____________(one subject area per chart)

School ____________ Teacher ____________________ Grade __________ Room ____________ Date ____________

Completed by ______________________ Check Only One: Reading/Language Arts________ Math____________

  • STUDENT SELECTION PROCESS CRITERIA OPTIONS:
  • __CRCT ELA 6. __Benchmark Assessment
  • __CRCT Math 7. __Teacher Input (Grades K-2 only)
  • __ITBS Reading 8. __DIBELS
  • __ITBS Math 9. __Other Assessment
  • __Lexile Range 10. __Other Assessment
  • Your school must keep official copies of this documentation for federal audit purposes.
selecting students for title i services
To begin the process, conduct overall needs assessment for school. Then assess ALL students in the grade level you are serving (including special education, English language learners, and gifted-talented).

EXAMPLE:

School ABC will assess all first grade students using the DIBELS Oral Reading Fluency assessment.

Selecting Students for Title I Services
sample student sheet top
Sample Student Sheet (Top)

Indicate the first assessment or criteria to be used.

TITLE I

STUDENT SELECTION PROCESS WORKSHEET

READING/LANGUAGE ARTS or MATH

School ABC Teacher ____________ Grade 2 Room _______ Date 5/25/11

Completed by ______________ Check Only One: Reading/Language Arts_X_ Math_

  • ABC SCHOOL STUDENT SELECTION PROCESS CRITERIA OPTIONS:
  • __ CRCT ELA 6. __ Benchmark Assessment
  • __ CRCT Math 7. __ Teacher Input (Grades K-2 only)
  • __ ITBS Reading 8. _x_ DIBELS
  • __ ITBS Math 9. __ Other Assessment
  • __ Lexile Range 10. __Other Assessment
  • Your school must keep official copies of this documentation for federal audit purposes.
selecting students for title i services1
The scores from DIBELS can be assigned a numerical value:

0 - 25 = 1 point

26 - 42 = 2 points

43 - 46 = 3 points

47+ = 4 points

EXAMPLE:

Using the numbers on the left, record the score and appropriate points for each student.

Selecting Students for Title I Services
slide18

Insert information in the highlighted boxes.

Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

selecting students for title i services2
Using a second criteria, assess ALL students in the grade level you are serving (including special education, English language learners, and gifted-talented).

EXAMPLE:

In grades K-2, Teacher recommendations are appropriate measures.

Selecting Students for Title I Services
sample student sheet top1
Sample Student Sheet (Top)

Indicate the second assessment or criteria to be used.

TITLE I

STUDENT SELECTION PROCESS WORKSHEET

READING/LANGUAGE ARTS AND MATH

School ABC Teacher ____________ Grade 2 Room _______ Date 5/25/11

Completed by ______________ Check Only One: Reading/Language Arts_X_ Math__

  • ABC SCHOOL STUDENT SELECTION PROCESS CRITERIA OPTIONS:
  • __ CRCT ELA 6. ___ Benchmark Assessment
  • __ CRCT Math 7. x Teacher Input (Grades K-2 only)
  • __ ITBS Reading 8. x DIBELS
  • __ ITBS Math 9. ___ Other Assessment
  • __ Lexile Range 10. ____ Other Assessment
  • Your school must keep official copies of this documentation for federal audit purposes.
selecting students for title i services3
Teacher Recommendations should be given a numerical value, such as:

2 years below grade level = 1 point

1 year below grade level = 2 points

½ year below grade level = 3 points

On grade level = 4 points

The first assessment, DIBELS, assigned the lowest number to the most-in-need students academically. The same should apply with the second criteria (i.e. lowest number to most-in-need).

EXAMPLE:

Teacher recommendations are collected, reviewed, and assigned the numerical values on the left. Record a number for each student.

Selecting Students for Title I Services
slide22

Insert information in the highlighted boxes.

Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

selecting students for title i services4
After entering information for the second assessment, determine the total rank for each student.

EXAMPLE:

In this example, 1 is the highest, or most in need student, and 8 is the lowest, or the highest achieving student.

Selecting Students for Title I Services
slide24

Insert information in the highlighted boxes.

Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

selecting students for title i services5
Based on the school’s Title I plan and the number of students that can be served (depending on staffing), begin selecting students from the lowest ranking(points).

EXAMPLE:

Based on the sample, Students A, B, and D are eligible to receive Title I services.

Selecting Students for Title I Services
slide26

Highlighted students are eligible to receive Title I services.

Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

slide27

Indicate if a student participates in the Title I program.

Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

slide28
EXAMPLE:

Student B is not being served because parent refused services (keep written documentation of parent denial of services).

OTHER EXAMPLES:

Title I must be additional to other services being provided, through special education or English Language Learner (ELL) program. This is determined after meaningful consultation regarding special education or ELL services.

Selecting Students for Title I ServicesRecord and document any reason why a student does not receive services.
slide29

Record reason for not receiving services. Keep any relevant documentation on file in the Title I office. Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

selecting students for title i services6
Selecting Students for Title I Services

When new students move in during the year and may not have scores from an assessment, use an alternate criteria to determine rank and eligibility.

slide31

Note: This is only a representative sample for demonstration; all students in a grade level must be listed, assessed, and ranked.

selecting students for title i services7
Selecting Students for Title I Services

After students are selected for participation in the Title I program, it is important to keep attendance records and lessons plans for those students.

monitoring progress of students receiving title i services
Monitoring Progress of Students Receiving Title I Services
  • Frequent progress monitoring of participating students will allow movement of students in and out of the program.
  • If teachers determine that a student has reached a proficiency level that meets the state’s high academic standards, consideration may be given to remove the student from the Title I program (using appropriate criteria like report card grades and assessments).
  • If a student currently receiving services moves to another school, the next eligible student should be added to the program.
  • Records must document entries, exits, and any other changes to the student roster.
targeted assistance program plan required components
Targeted Assistance Program Plan Required Components

Only students identified as failing, or most at risk of failing, to meet the State’s challenging student performance standards can be served.

essential components

Essential Components

Use resources to help participating children meet the State’s challenging academic achievement standards.

Incorporate planning for such children in existing school planning (i.e. school improvement). Use Targeted Assistance Program (TA) Checklist.

The checklist can be found in the Georgia’s Title I Handbook under the heading Targeted Assistance Title I Programs.

Use effective methods and strategies that are based on scientific research.

slide36

TARGETED ASSISTANCE CHECKLIST FOR LEA COORDINATOR

The targeted assistance plan submitted by _______________________________ School_______________________

Principal’s Signature ________________________________________________ Date: _______________________

LEA Title I Coordinator’s Signature: ____________________________________ Date: _______________________

instructional strategies required component 1
Instructional Strategies (Required component #1)

A description of:

  • Supplemental Services delivered in academic area of core curriculum.
  • Effective strategies for improving student achievement based on scientifically-based research on teaching and learning.
  • Multiple strategies used during in-class instruction in academic areas.
  • Additional instructional time and/or opportunities given to identified students.
instructional strategies required component 11

Instructional Strategies (Required component #1)

Methods and strategies should:

Strengthen the core academic program.

Provide extended learning time (ex. after school, extended school year, intercessions).

Provide accelerated, high-quality curriculum and applied learning.

Minimize removing children from the regular classroom.

Coordinate with and support the regular instructional program (i.e. counseling, career awareness, early childhood transition to school).

instructional strategies required component 12

Instructional Strategies (Required component #1)

Instructional Strategies and Models

In Class

Small Group Instruction

Guided Reading

Teacher Collaboration

Extended learning

Before school/after school/summer school

Pull-out

Reading Recovery

Other Individual Models

instructional strategies required component 13

Instructional Strategies (Required component #1)

Sources for effective methods and strategies that are based on scientific research include:

Florida Center of Reading Research http://www.fcrr.org/index.htm

Oregon Reading First Center Review of Supplemental and Intervention Reading Programs http://reading.uoregon.edu/curricula/or_rfc_review_si.php

Center on Instruction http://www.centeroninstruction.org/

Doing What Works http://www.dww.ed.gov

ta selection criteria and needs assessment required component 2
TA Selection Criteria and Needs Assessment (Required component #2)

Identify Eligible Children

  • Consistent selection criteria used to identify students in content areas.
  • Multiple, educationally-related selection criteria by:
    • Grade level
    • Content area
  • Preschool-Grade 2 selected solely on the basis of teacher judgment, interviews with parents and developmentally-appropriate measures needs assessment.
  • Focus the program for the current year.
title i regular education coordination required component 3
Title I/Regular Education Coordination (Required component # 3)
  • A description of ongoing coordination and integration between regular education programs and the TA program to serve all eligible students when applicable.
  • A description of the transition plan for preschool-age children, if applicable.
slide43
High-Quality/Ongoing Professional Development (PD) and Instruction by Highly Qualified Staff (Required component # 4)
  • TA plan describes opportunities for ongoing and sustained professional development (PD) for teachers, principals and paraprofessionals, including if appropriate, pupil services personnel, parents and other staff who work with the Title I, Part A eligible children in the TA program or in the regular education program.

OR

  • Evidence the Title I, Part A, PD is embedded within a school improvement action plan format.
slide44

High-Quality/Ongoing Professional Development (PD) and Instruction by Highly Qualified Staff (Required component # 4)

Provide opportunities for professional development for all staff who work with participating children.

School must reserve sufficient resources to effectively carry out professional development activities (i.e. allowing all staff who work with identified students to participate in Title I-funded activity).

If the school is identified for school improvement, NI 1 or NI 2, it is required to spend an amount equal to 10 percent of the school’s allocation to address the PD needs of the school.

slide45
High-Quality/Ongoing Professional Development(PD) and Instruction by Highly Qualified Staff (Required component # 4)
  • An assurance statement that all Title I, Part A instructionalparaprofessionals are highly qualified or meet the No Child Left Behind(NCLB) requirements.
  • An assurance statement that all teachers are highly qualified.
parent involvement required component 5

Parent Involvement (Required component # 5)

Provide strategies to increase parent involvement.

Title I, Part A Parental Notice Requirements.

Target parents of identified students.

Develop a TA School Parent Involvement Plan.

Develop a TA School/Parent Compact.

Complete the School Parent Involvement Plan Checklist.

Design, implementation and evaluation of TA program with input from parents.

slide47
Coordination of Title I and Other Resources into School Improvement Planning(SIP)(Required component #6)
  • The TA program plan contains a description on how program planning for Title I, Part A students is incorporated into the existing School Improvement planning process.

OR

  • The TA program services are included with the SIP (interventions) to address the needs of eligible students.
slide48
Coordination of Title I and Other Resources into School Improvement Planning (SIP)(Required component #6)
  • Description of coordination and integration of Federal, State and local programs
  • Specific coordination of programs supported under NCLB in a manner applicable to the grade levels of the school:
    • Violence prevention – Adult Education
    • Nutrition – Housing
    • Job training – Head Start
    • Vocational and technical education
ongoing review of eligible student progress and program evaluation required component 7 and 8

Ongoing Review of Eligible Student Progress and Program Evaluation(Required component #7 and #8)

To improve delivery strategies to be more efficient and effective.

To identify program strengths and weaknesses.

To assist district and school level leaders in making informed decisions.

To address stakeholder questions.

To increase understanding of improvement strategies.

ongoing review of eligible student progress and program evaluation required component 7and 8
Ongoing Review of Eligible Student Progress and Program Evaluation(Required component #7and #8)
  • Describe how progress of participating children is reviewed, on an ongoing basis, to revise the TA program to provide supplemental learning opportunitiesto enable such children to meet the State’s challenging student achievement standards.
  • Describe how using the above to revise the TA program to provide training for teachers to identify students who need additional assistance or training on how to implement student achievement standards in the classroom.
ongoing review of eligible student progress and program evaluation required component 7and 81

Ongoing Review of Eligible StudentProgress and Program Evaluation(Required component # 7and #8)

Final Considerations for a Targeted Assistance Program

Does the multiple, educationally related, objective criteria used adequately identify the students of greatest need? Are you serving the “right” group of students?

Was consideration made for the economically disadvantaged, disabled, migrant, LEP, and homeless children?

comprehensive services

Comprehensive Services

If health, nutrition, and other social services are not otherwise available to eligible children and the school has completed a comprehensive needs assessment and funds are not reasonably available, then a portion of the funds under this part may be used as a last resort to provide services such as hearing aids and eyeglasses.

Must be approved by the Education Program Specialist.

serving children in a targeted assistance title i program1

Serving Children in a Targeted Assistance Title I Program

2011 Title Programs Conference

June 15-16, 2011