WISCONSIN STATEWIDE TITLE I NETWORKCESA 4 AND THE WISCONSIN DPI

Title I “Quick Start”

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

Targeted Assistance and Schoolwide Programs each conduct universal needs assessment to identify program priorities. 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.

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, IdeasSuggestions

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

Concentrated

2% X

4.99% X

5.00% X X X

14.99% X X X

15.00% X X X X* Percentage is based on U.S. Census poverty data for entire community; not LEA free-reduced lunch data.

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. 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 Groupingbased on grade span percentage

35% Eligibility Rule

Less than 1000 students exemptionOne 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 ProgramDelivery of Services

Students are seen either via push-in or pull-out methods and in addition to regular classroom time.Services begin the first week of classes.

Services are integrated as part of the whole school instructional program.

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 DesignTargeted 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 & Para-professional 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 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. 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.

Parent Involvement

Mark your calendars…

Winter Coordinators’ Meeting:Family Involvement Toolkit

Exploration

Timeline

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 GuidelinesWisconsin State Reading AssociationWisconsin Title I AssociationCESA 4 Website, Title I page

http://www.cesa4.k12.wi.us/title-i

CONGRATULATIONS! YOU MADE IT

THROUGH THE POWERPOINT!!!

Questions….