Title: Selecting Students for Title I Services in a Targeted Assistance School TAS
1Selecting Students for Title I Services in a
Targeted Assistance School (TAS)
- May 2006
- Indiana Department of Education
- Division of Compensatory Education
2Selecting Students for Title I Services in a
Targeted Assistance School (TAS)
-
- In a TAS, Title I funds must be focused, or
targeted, at students who are most in need of
extra academic assistance.
3Eligible 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 States challenging student
academic achievement standards on the basis of
multiple, educationally related, objective
criteria
4Eligible 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.
5Eligible Students Section 1115(b)(2)
- Section 1115(b)(2)
- (A). In general, children who are economically
disadvantaged, children with disabilities,
migrant children or limited English children, are
eligible for serviceson the same basis as other
children selected to receive services
6Eligible 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
7Eligible 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
8- The Division of Compensatory Education has
created a sample student selection and rank form,
available at http//www.doe.state.in.us/TitleI/do
cs/sample_student_selection.doc.
9 TITLE I STUDENT SELECTION PROCESS
WORKSHEET READING/LANGUAGE ARTS AND MATH
School ____________ Teacher ___________________
_ Grade __________ Room ____________ Date
____________ Completed by
______________________ Check Only One
Reading/Language Arts________ Math____________
- STUDENT SELECTION PROCESS CRITERIA OPTIONS
- __ISTEP/CTBS Total Reading 6.
__Curriculum/Standard Based Assessment - __ISTEP/CTBS Total Math 7. __Teacher Input
(Grades K-2 only) - __NWEA Reading 8. __DIBELS
- __NWEA Math 9. __Other Assessment
- __Lexile Range
10. __Other Assessment - Your school must keep official copies of this
documentation for federal audit purposes.
10Selecting Students for Title I Services
-
- To begin the process, 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.
11Sample Student Sheet (Top)
Indicate the first assessment or criteria to be
used.
- TITLE I
- STUDENT SELECTION PROCESS WORKSHEET
- READING/LANGUAGE ARTS AND MATH
- School ABC Teacher ____________ Grade 2 Room
_______ Date 5/25/06 - Completed by ______________ Check Only One
Reading/Language Arts_X_ Math_
- STUDENT SELECTION PROCESS CRITERIA OPTIONS
- __ISTEP/CTBS Total Reading 6.
__Curriculum/Standard Based Assessment - __ISTEP/CTBS Total Math 7. __Teacher Input
(Grades K-2 only) - __NWEA Reading 8. X DIBELS
- __NWEA Math 9. __Other Assessment
- __Lexile Range 10. __Other
Assessment - Your school must keep official copies of this
documentation for federal audit purposes.
12Selecting Students for Title I Services
- 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.
13Insert 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.
14Selecting Students for Title I Services
- Assess ALL students in the grade level you are
serving (including special education, English
language learners, and gifted-talented) using a
second criteria.
- EXAMPLE
- In grades K-2, Teacher Recommendations are
appropriate measures.
15Sample 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 5/25/06 - Completed by ______________ Check Only One
Reading/Language Arts_X_ Math_
- STUDENT SELECTION PROCESS CRITERIA OPTIONS
- __ISTEP/CTBS Total Reading 6.
__Curriculum/Standard Based Assessment - __ISTEP/CTBS Total Math 7. X Teacher Input
(Grades K-2 only) - __NWEA Reading 8. X DIBELS
- __NWEA Math 9. __Other Assessment
- __Lexile Range 10. __Other
Assessment - Your school must keep official copies of this
documentation for federal audit purposes.
16Selecting Students for Title I Services
- 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.
17Insert 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.
18Selecting Students for Title I Services
-
- 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.
19Insert 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.
20Selecting Students for Title I Services
-
- Based on your Title I plan and the number of
students that can be served (depending on
staffing), begin selecting students from the
lowest ranking.
-
- EXAMPLE
- Based on the sample, Students A, B, and D are
eligible to receive Title I services. -
21Highlighted 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.
22Selecting Students for Title I Services
- The worksheet should record data on whether a
student participates in the Title I program.
- EXAMPLE
- Mark in the appropriate column if an eligible
student participates in Title I.
23Indicate 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.
24Selecting Students for Title I Services
- Record and document any reason why a student
does not receive services.
- 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.
25Record 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.
26Selecting Students for Title I Services
- Title I funds may not be used to provide the
level of services necessary to meet Federal,
State, or local law requirements for
limited-English-proficient children or children
with disabilities. For example, a special
education student being provided with special
education services in reading that are sufficient
to meet the requirements of Part B of the
Individuals with Disabilities Education Act
(IDEA) may also be provided Title I, Part A
services in reading if the school identifies the
student as being in greatest need of assistance
for meeting the State's challenging content and
student performance standards. - Policy Guidance for Title I, Part A Improving
Basic Programs Operated by Local Educational
Agencies - April 1996
27Selecting 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.
28Selecting Students for 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 states 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 should document entries, exits, and any
other changes to the student roster.
29Selecting 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.
30Note This is only a representative sample for
demonstration all students in a grade level must
be listed, assessed, and ranked.