Presentation on theme: "RtI and Title I in Wisconsin"— Presentation transcript:
1RtI and Title I in Wisconsin Title I and School Support TeamWisconsin Department ofPublic instruction
2RtI and Title I in Wisconsin Objectives:Provide an overview of Wisconsin’s definition and vision of RtILook at how RtI can be supported in a schoolwide and targeted Title I programmingGive examples of RtI and Title I funding scenariosLook at RtI programming in a Targeted Assistance Title I program
3RtI in Wisconsin Defined: RtI is a process for achieving higher levels of academic and behavioral success for all students through:High quality instructional practiceContinuous review of student progress (using multiple measures)CollaborationThe above information is from:
4Wisconsin’s RtI Vision Successful implementation of this framework in Wisconsin is based upon the following seven principles:RtI is for ALL children and ALL educators.RtI must support and provide value to effective practices.Success for RtI lies within the classroom through collaboration.RtI applies to both academics and behavior.The above information is from:
5Wisconsin’s RtI Vision (cont.) RtI supports and provides value to the use of multiple assessments to inform instructional practices.RtI is something you do and not necessarily something you buy.RtI emerges from and supports research and evidence based practice.You can find this information here:The above information is from:
6Funding Considerations: Targeted vs. Schoolwide Title I has funding rules that determine what is an allowable Title I expense. The main determinant of what is allowable depends on the Title I program model in the school: Targeted Assistance VS. SchoolwideAs a result: one cannot determine if something is an allowable Title I program or expense without knowing the larger context in which the program is taking place.The following power point attempts to address some of the more general questions regarding the coordination and integration of a school’s and district’s RtI and Title I programs.Further inquiry about the allow ability of activities in your school and district should be discussed with your DPI Title I Consultant OR your CESA Title I Network Coordinator.
7Funding Considerations: Targeted vs. Schoolwide Title I SchoolwideTitle I funds can be used to support any aspect of RtI in a schoolwide program as long as:The activities are aligned with the schoolwide needs assessment and the schoolwide plan. The plan’s effectiveness is reviewed annually;ANDThe District ensures they are not supplanting state and local funds with federal Title I funding.IDEA Part B funds may be used within Title I schoolwide schools to support any part of schoolwide plan
8Funding Considerations: Targeted vs. Schoolwide Title I Schoolwide For example: A district could fund any level of intervention of a multi-level RtI system with their Title I schoolwide funds. This could include assessments and/or interventions for any student.
9Funding Considerations: Targeted vs. Schoolwide Title I Targeted Assistance In a Title I targeted assistance school, Title I funds may only be used to fund services to Title I eligible students identified as having the greatest need for special assistance. Title I funds may not be utilized to fund PBIS in a Title I targeted assistance school.
10Funding Considerations: Targeted vs. Schoolwide Title I Targeted Assistance For example: If all schools of a certain grade range in the district are targeted assistance, a district could choose to fund a certain level of intervention with their Title I dollars if deemed necessary through the needs assessment. This would require the school to have clear entrance and exit requirements for a targeted student population as well as notification of parents when intervention services begin.
11Supplement Not Supplant As a review:Title I has a supplement not supplant requirement that affects the use of funds to implement RtI.In general, the supplement not supplant requirement is intended to ensure that services provided with Federal funds are in addition to, and do not replace or supplant, services that students would otherwise receive.Usually, determining whether supplanting has occurred is done after-the-fact. In other words, if a State department of education suspects supplanting, it must determine what services an LEA would have provided if Title I funds were not available. In deciding whether to use these funds to implement RtI, however, you should not wait until an after-the-fact analysis is conducted. Rather, you should consider from the outset what an after-the-fact analysis would likely conclude about the funds.If you are implementing RtI in a Title I school, the supplement not supplant requirement applies differently depending on the type of school. In a schoolwide school, for example, the school must receive all of the non-federal funds it would otherwise have received if it were not operating a schoolwide program, including those funds necessary to provide services required by law for students with disabilities and LEP students. However, the school does not need to demonstrate that Title I are used only for activities that supplement those the school would otherwise provide with non-federal funds.To determine if supplanting has occurred, the Department uses three tests or assumptions. The following three slides describe each of these tests.This slide taken from USDE power point:
12Funding Considerations: Supplement not Supplant Each Title I school must consider their program model as well as what program models are being utilized at other schools in the district.Type of Title I programAllowable use of Title I fundsTargeted assistance schoolsProgramming that is supplementary (on top of) to what the non-Title I schools receive. The district must continues to provide these schools with an equitable share of state and local dollars.Schoolwide schoolsTitle I funds that are supplementary to what the non-Title schools receive.Programming and funding for any level of service for all students.Non-Title I receiving schoolsNo Title I funding. May not receive the same services as those provided to Title I students in targeted assistance schools.
13RtI and Title I Scenarios The following scenarios may or may not be applicable to your district. When funding components of RtI with Title I funds, a “one size fits all” model does not exist. If you have any questions or require further clarification, please refer to your DPI Title I consultant.
14RtI and Title I: Scenario 1 Question: My district is made up of eight elementary schools. Three are Title I targeted assistance schools, two are schoolwide schools and three do not receive Title funds. The district is currently implementing RtI district wide and I would like to fund the Tier 2 interventions for all of the Title I receiving schools with Title I dollars. Is this allowable?
15RtI and Title I: Scenario 1 Answer: If the district is paying for Tier 2 interventions at the non-Title I schools with state or local funds, the district may not pay for these interventions with Title I funds in your targeted assistance school. Title I services should be a supplemental intervention to district funded interventions. The district may pay for Tier 2 interventions at your Title I schoolwide school. However, the district must ensure that it continues to provide this school with the same amount of state and local dollars as the rest of the schools in the district.
16RtI and Title I: Scenario 2 Question: My district is made up of five elementary schools. Three are Title I targeted assistance schools, one is a schoolwide schools and one does not receive Title funds. In order to progress towards a district-wide RtI systems approach, we need to purchase a universal screener. May we utilize our Title I funds to do so?
17RtI and Title I: Scenario 2 Answer: Supplanting would occur if the district were to pay for a universal screener with Title I funds at their Title I receiving schools while utilizing local funds for the same purchase in a non-Title I receiving school.The purpose of a universal screener in a district – wide RtI implementation is to gather information on all students for academic needs / possible intervention placement. Unless all campuses are schoolwide, Title I funds may not be utilized to purchase a universal screener to be used by all students within the district.
18RTI and Targeted Assistance Programming The following slides will focus on implementing RtI in a school with a Title I targeted assistance program.
19Title I Teachers in Targeted Assistance Schools Should:Provide supplemental educational support to targeted studentsHave explicit criteria for students entering and exiting the Title I programNotify parents when students are participating in Title I(they do not need to obtain permission to provide Title services)Collaborate with classroom teachers to:Identify potential Title I studentsHelp design classroom interventions to implement with students before they would enter the Title I program
20Title I Teachers in Targeted Assistance Schools Should not:Deliver interventions designed for non-Title I studentsProvide core instruction to all students (even if differentiated)Reduce student access to core instruction
21Title I Teachers in Targeted Assistance Schools Title I teachers could go into the classroom and:Provide Title I students with supplemental assistance in reading and mathGive Title I students additional instructional time while the classroom teacher is rotating their time through several groups of studentsTitle I teachers could not go into the classroom and:Team teach with regular education staffDivide students into three groups and split the responsibility for providing instruction between the regular education, Special Education and Title I teacherThese examples taken from the North Dakota DPI at:
22Title I Paraprofessional in Targeted Assistance Schools Should:Work under direct supervision of a highly-qualified teacherSupport students receiving Title I servicesShould not:Provide interventions to non-Title I studentsFor more information on Title I paraprofessionals, see Bulletin 03.02, ESEA Update: Paraprofessionals – FAQs (http://dpi.wi.gov/esea/pdf/bul_0302.pdf)
23Title I Staff Participation In a targeted assistance school, Title I staff may be involved in:Professional Learning Communities / CollaborationProfessional DevelopmentAssessment / DataTitle I staff are part of a team – they should not be functioning independently of other school supports especially in an RTI model.Professional Learning Communities / Collaboration – An effective RTI model is dependent on a strong instructional leader who will facilitate and stress the importance of ongoing communication and joint planning opportunities.Professional Development –Assessment – All staff can share assessment data collaboratively to target those students in need of additional servicesThese examples taken from the North Dakota DPI at:
24Progress Monitoring and Screening in Targeted Assistance Schools Title I funds can provide:Assessment/progress monitoring tools that provide one of the multiple academic measures that determine a student’s entrance and exit from the Title I programThese tools can only be used with a pre-determined list of potentially eligible Title studentsTitle I funds can not provide:Universal screeners that are used to assess all students in the school and/or the district.
25Professional Development and Materials in Targeted Assistance Schools Title I funds can provide:Professional development (for staff that work directly with Title I students in their classroom) that focuses on how to best serve Title I studentsInstructional materials for Title I students as a part of the Title I programTitle I funds can not provide:Professional development for all staff pertaining to core programmingInstructional materials for non-Title I students or non-Title I schools
26Specific Learning Disability Rule (SLD) and Targeted Assistance Schools Title I teachers must serve Title I identified students and provide the necessary supplemental interventions to these students. The Title I provided documented interventions may meet the standards of an “intensive intervention” as required as part of a SLD eligibility decision. For more information on the SLD criteria and its definition of “intensive interventions”, see:
27RtI and Title IIf you have additional questions regarding the coordination between RtI and Title I, please contact: Your DPI Title I Consultant: Or, your CESA’s Title I Network Coordinator:
28Title I and RtI Resources Wisconsin Department of Public Instruction:Title I and RtI FAQs:RtI Home page:Wisconsin RtI Center:National RtI Center:U.S. Department of Education, “Implementing RtI using Title I, Title III and CEIS funds”: