Two Program Models for Title I, Part A

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Two Program Models for Title I, Part A

• Targeted Assistance
• Schoolwide

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Targeted Assistance Model

• A Targeted Assistance program is one in which
  individual students are targeted to receive Title
  I services.

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• The term Targeted Assistance signifies that
  the services are provided to a select group of
  children-those identified as failing, or most at
  risk of failing, to meet the states academic
  achievement standards.

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• Students are identified based on multiple,
  objective, educationally- related criteria and
  assessments.

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• Services may be delivered in a number of ways
• In-class instruction
• Pull-out model
• Extended day
• Early childhood options
• Computer assisted learning

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To accomplish this goal, a Targeted Assistance
program must be based on

• Improving achievement of participating children
• Using effective instructional strategies that
  give primary consideration to extended-time
  strategies
• Provide accelerated, high quality curricula

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• Minimize the removal of children from the regular
  classroom during regular school hours
• Coordinating with and supporting the general
  education population
• Providing instruction by highly-qualified and
  trained professional staff
• Implementing strategies to increase parent
  involvement

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Components of Targeted Assistance Program Model

• Comprehensive needs assessment (use Title I
  resources to help participating children to meet
  states academic standards expected for all
  children)
• Ensure planning for students is incorporated into
  existing plan
• Use effective methods and strategies that rely on
  scientifically-based research that strengthens
  the core academic program of the school

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• Coordinate and support the general education
  program, which may assist preschool children in
  transition from preschool programs to elementary
  school programs
• Provide instruction by highly qualified teachers
  and paraprofessionals

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• Provide opportunities for professional
  development using Title I resources and other
  sources
• Provide strategies to increase parent involvement
• Coordinate and integrate federal, state, and
  local services and programs

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Schoolwide Model

• A Title I school is eligible to become a
  Schoolwide program when the poverty level counted
  in the most recent census data is at or above 40
  percent.

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Identification of Students of the Schoolwide Model

• All students are eligible to participate in all
  aspects of the Schoolwide program. The statute
  requires schools to particularly address the
  needs of low-achieving children and those at risk
  of not meeting the state student academic
  achievement standards.

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• A Schoolwide program can use their Title I, Part
  A funds in the manner they choose, as long as
  they engage in reform strategies that increase
  the amount and quality of learning time and help
  provide a high-quality curriculum for all
  children, according to a comprehensive plan to
  help all children to meet the states challenging
  standards.

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The Primary Design of the Schoolwide Plan

• The Schoolwide plan, must assume premier
  importance to the following four elements
• Describe how the school will implement the
  mandatory Schoolwide components
• Describe how the school will use resources from
  Title I and other sources to implement those
  components

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• Include a list of federal, state, and local
  programs that will be consolidated in the
  Schoolwide program and
• Describe how the school will provide individual
  students academic assessment results, including
  an interpretation of those results, to parents in
  a language they can understand.

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Components of Schoolwide Program

• Comprehensive needs assessment
• Schoolwide reform strategies
• Instruction by highly-qualified teachers and
  paraprofessionals
• High quality and on-going professional
  development
• Strategies to attract high-quality,
  highly-qualified teachers

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• Strategies to increase parent involvement
• Plans for assisting transition from early
  childhood to local elementary school programs
• Teacher participation in assessment decisions
• Strategies to ensure assistance to students in
  need
• Coordination of federal, state and local services