Transcript Title I “Quick Start”

Title I “Quick Start”
WISCONSIN STATEWIDE TITLE I NETWORK
CESA 4 AND THE WISCONSIN DPI
Title I Quick-Start:
New Coordinators
Information
Objectives
 Understand the basics of Title I Part A application to
students and schools;
 Understand the differences between Targeted
Assistance and School wide Programs;
 Clarify some of the more common Title I questions
asked by district Title I Coordinators;
 Network with regional colleagues and recognize
“best practices.”
Today’s Agenda
Key Elements of Title I Programs
Needs Assessment
Private School Consultation
School Building Eligibility & Grades Served
Program Design
Monitoring
Teacher and Paraprofessional Qualification
Parent Involvement
Needs Assessment
Requirements
 Targeted Assistance and Schoolwide Programs each conduct
universal needs assessment to identify program priorities.
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Individual student assessments should be done for Targeted Assistance programs;
Schoolwide programs should still identify students who need additional support;
 In a Targeted Assistance model, student assessments identify
individuals in rank order for supplemental instructional
support.
Best Practice
 Assessments should occur in early spring in order to identify
areas of need for the next fall semester.
 Multiple assessments should be used to identify students’
needs.
Needs Assessments
 Assessments are also used to identify students who
are exiting Targeted Assistance programs.
 Rank order of students will help determine which
students are no longer eligible for Title I Targeted
Assistance programs.
 Just as there are criteria to serve Title I students ,
schools need to also design criteria for students to
exit Title I programs and use assessments for this
purpose.
Needs Assessment Check List
In the Spring:
 Collect current student assessment data;
 Conduct additional individual assessment (if
needed);
 Confer with classroom teachers;
 Rank students for services; graduate students from
program;
 Conduct assessments in private schools and rank
students for services;
Needs Assessment Check List
In the Fall:
 Conduct additional individual assessment (if
needed);
 Confer with classroom teachers;
 Review/revise spring ranking of students for services
(for Targeted Assistance);
 Conduct assessments in private schools and rank
students for services;
 Update parent involvement policies and send parent
compacts.
Input from Experienced Coordinators!
 Do’s, Don’t’s,
 Ideas
 Suggestions
Private School Consultation
 Districts are required to provide eligible private
school children, their teachers and families, with
Title I services equitable to those provided to
public school children.
Timeline
Description
Spring
Hold face-to-face planning sessions with the administrator
of the private school to develop a plan for service. Discuss
all the ESEA Titles in this consultation and fill out forms.
Summer
Allocate services to private schools
Fall/Spring
Implement any programmatic requirements: professional
development, parent compacts, and delivery of
supplemental services.
Private School Consultation
 It is the responsibility of the student’s home district
to assure that students receive equitable Title I
services, even in the case of the student attending a
private school in another district.
 The public school district provides services to the
private school eligible students that are comparable
to the targeted assistance/schoolwide grade span of
the Title I school.
Funding
 State allocations are provided to DPI from the U.S.
Department of Education in the spring.
 DPI notifies the districts when the estimate and
final allocations are available.
 District allocations are based on the Small-Area
Income Poverty Estimate and not on local free and
reduced lunch numbers.
 The purpose of free-reduced lunch numbers is to
determine building eligibility.
LEA’s District Poverty & Fund Eligibility
LEA Poverty
Percentage*
Basic
Targeted
Financial
Incentive
2%
X
4.99%
X
5.00%
X
X
X
14.99%
X
X
X
15.00%
X
X
X
* Percentage is
based on U.S.
Census poverty
data for entire
community; not
LEA freereduced lunch
data.
Concentrated
X
Determining School Eligibility
 There are several methods to determine eligibility.
Select the best option to serve the majority of
students in a district.
 Eligible Buildings are identified by the district’s
ranking of schools done every year.
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This is based either on district poverty average, grade span
grouping, or grade span grouping based on poverty
percentage.
Districts with enrollment less than 1,000 students or those
with only one school per grade span are exempt from normal
ranking requirements.
District Poverty Average
Grade Span Grouping
Grade Span Grouping
Grade Span Grouping
based on grade span percentage
35% Eligibility Rule
Less than 1000 students exemption
One School per Grade Span
Student Eligibility
 Children are identified to be served based on the
school’s Title I status/eligibility.
 In a Schoolwide Program, all students are
eligible and services are to upgrade the whole
school.
 In a Targeted Assistance Program, eligible
participants are those who are identified as failing,
or most-at-risk of failing, the State’s student
academic achievement standards.
Homeless
 What if we have a student who is homeless attending
a non-Title I school? Is that student eligible for
services?
 Definition of homeless:
Homeless" students lack a fixed, regular, and adequate
nighttime residence and include students who…
Definition, continued..
•are sharing the housing of other persons due to loss of housing, economic
hardship, or a similar reason;
•are living in motels, hotels, trailer parks, or camping grounds due to the lack of
alternative adequate accommodations;
•are living in emergency or transitional shelters;
•are abandoned in hospitals; or
•are awaiting foster care placement;
•have a primary nighttime residence that is a public or private place not
designed for or ordinarily used as a regular sleeping accommodation for human
beings (within the meaning of section 103(a)(2)(C));
•are living in cars, parks, public spaces, abandoned buildings, substandard
housing, bus or train stations, or similar settings; and
•are migratory and are living in circumstances described in (1) through (3)
above.
Title I Program Design
Targeted Assistance
School Wide Program
Programming
Instruction must supplement
what is done in the regular
classroom;
Can be provided within or
outside of the general
classroom;
All teachers are “Title I teachers”
and all students are “Title I
students”;
Programming should correspond
with the Title I Schoolwide plan.
Student
Selection
Required to identify eligible
students; lowest achieving
students receive services.
Identify based on multiple
measures.
Not required to identify particular
children as eligible; serves all
children in school, but lowest
achieving must receive special
attention.
Title I Program Design
Targeted Assistance
School Wide Program
Delivery of
Services
Students are seen either via
Services are integrated as part of
push-in or pull-out methods
the whole school instructional
and in addition to regular
program.
classroom time.
Services begin the first week of
classes.
Grades
Served
Only the targeted and
identified students are served.
All students within a school
designated as Schoolwide are
served, such as a K-5 building.
Teacher
Collaboration
Once students are identified,
Title I and general education
teachers should collaborate to
best serve students’ needs.
Teachers and administrators work
together to plan and coordinate
supplemental activities and
integrate into core curriculum.
Title I Program Design
Targeted Assistance
School Wide Program
Parent
Involvement
and Parent
Compact
Parent involvement policies and
parent compacts are required for
students being served by Title I
program. Funds can be provided
for supplemental parent
involvement activities.
Parent involvement policies and
parent compacts are required for
all students. Funds can be
provided for supplemental
parent involvement activities.
Funding
Funding is provided to
supplement the core
instructional program for Title I
students only.
Coordination and integration of
Federal, State, and local services
and programs with the aim of
upgrading the entire program
and helping all students achieve.
Teacher &
Paraprofessional
Qualifications
All teachers and
paraprofessionals providing
Title I instruction must be highly
qualified. Reading teachers must
have a 316 or 317 license.
Instruction by highly qualified
teachers and paraprofessionals
and professional development
for entire staff.
Title I Monitoring
 Title I, a federal program, is periodically monitored.
 A district will receive advance notification of a
monitoring visit, usually conducted in the spring.
 There are numerous things a Title I coordinator
should be doing upfront from the beginning of the
school year to guarantee compliance with Title I
and/or other federal programs.
Teacher Qualifications
 Highly Qualified: In Wisconsin a highly qualified
teacher is defined as one who meets all of the
requirements of PI 34 (the teacher licensing rule) for
the subjects and levels that he/she is teaching.
 All teachers need to be highly qualified regardless of
school status;
 Title I teachers need to have certification as a
reading teacher (316) or specialist (317)if they are
teaching reading;
Paraprofessional Requirements
 Paraprofessionals—Any paraprofessional hired after the
date the NCLB law was enacted and working in a Title I
supported program must have
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completed at least two years of study (48 cr) at an institution of
higher education,
obtained at least an associate degree, or
met a rigorous standard of quality and be able to demonstrate
knowledge of, and ability to assist in instruction in reading, writing
or mathematics, or reading, writing, or math readiness.
 Paraprofessionals providing instruction need to be highly
qualified and under the close supervision of a highly
qualified teacher.
Teacher and Paraprofessional Requirements by
Program Type
 Targeted Assistance Schools:
 All Title I funds, including those used to hire teachers and
paraprofessionals, must be focused on serving the children
identified with an academic need in a specific core subject.
 Schoolwide Programs:
 Allows for more flexibility in how funds are used for personnel
staffing.
Note: A teacher who has an emergency license from DPI CAN
supervise a paraprofessional in Title I.
Parent Involvement
 Parent Involvement is required by the Elementary
and Secondary Education Act.
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Parent compacts (disseminated annually) and a district and
school parent involvement policy is required;
ESEA requires an annual evaluation of the district’s parent
involvement.
Parents, including those of private school students and
homeless students, are to be a very active participant in the
planning, student achievement and assessment activities.
 Districts and schools should review their parent involvement
policy annually.
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Parent Involvement
Mark
your calendars…
Winter
Coordinators’ Meeting:
Family Involvement Toolkit Exploration
Timeline
Key Elements of Title I Programs
Timeline
Needs Assessment
Spring and/or prior to beginning of
services
Private school Consultation
Spring prior to beginning of services
School Building Eligibility & Grades Served
July
Program Identification
July
Monitoring
Ongoing
Teacher and Paraprofessional Qualification
Summer and during hiring process
Parent Involvement
Ongoing
Resources
 Student Assessment and Identification:
 Wisconsin Title I Guidelines
 Schoolwide and Targeted Assistance brochures (DPI Pubs)
 Parent Involvement:
 Beyond the Bake Sale
 CREATE
 DPI Community Learning and Partnership Team
 Parents Plus
 School, Family and Community Partnerships, Joyce Epstein
 Statewide Title I Network Parent Involvement Tooklit
 What Works Clearing House
Resources
 Private School Consultation
 DPI Bulletin 03.01 Private School Student and Educator
Participation in ESEA/NCLB
 Highly Qualified Teachers
 DPI Bulletin 02.04 ESEA Provision for Highly Qualified
Teachers
 Paraprofessionals
 DPI Bulletin 03.02 Paraprofessional Requirements:
Frequently Asked Questions
 DPI Bulletin 02.03 Requirements for Paraprofessionals
Resources
 Wisconsin Title I Guidelines
 Wisconsin State Reading Association
 Wisconsin Title I Association
 CESA 4 Website, Title I page
http://www.cesa4.k12.wi.us/title-i
Questions….
CONGRATULATIONS!
YOU MADE IT
THROUGH THE
POWERPOINT!!!