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RTI and Title I An Overview Facilitated by Tara Black & Dean Richards.

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Presentation on theme: "RTI and Title I An Overview Facilitated by Tara Black & Dean Richards."— Presentation transcript:

1 RTI and Title I An Overview Facilitated by Tara Black & Dean Richards

2 Targets Participants will understand the difference between a Title I Schoolwide and Title I Targeted Assisted Program Participants will understand the difference between Response To Intervention (RTI) and Title I Programs

3 Expectations Participate to 100% of your ability All participants have a voice No question is a bad question

4 Two Program Models for Title I, Part A 1. Targeted Assistance -Minimum 35% FRLP (Free and Reduced Lunch Program) 2. Schoolwide -Minimum 40% FRLP

5 How does it get decided? It is up to the LEA to identify Title I Schools, Programs, and Services based upon the district’s and individual school goals Just because a school is 35% or more FRLP doesn’t mean that the school will be a Title I School Program

6 How does it get decided? 75% FRLP-The LEA is Required to Fund as a Title I Program

7 Districts can distribute the funding in accordance to NCLB Rules and Regulations How does it get decided?

8 Many districts fund elementary schools first, and some will only serve primary aged students K-2 (generally targeted programs) How does it get decided?

9 Targeted Assistance Model

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

11 Targeted Assistance Model 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 state’s academic achievement standards.

12 Targeted Assisted Program In a TAS Program, Title I Funds must support the identified or targeted students only.

13 Targeted Assistance Model Students are identified based on multiple, objective, educationally- related criteria and assessments. You can’t use Title I funds find the students

14 Targeted Assistance Model Services may be delivered in a number of ways such as: – Pull-out model – Extended day – Extended Year (i.e. summer school)

15 To accomplish this goal, a targeted assistance program must be based on: Improving achievement of participating children.

16 To accomplish this goal, a targeted assistance program must be based on: Using effective instructional strategies that give primary consideration to extended time beyond core instruction

17 Providing accelerated, high- quality curricula. Targeted Assistance Model

18 Minimizing the removal from the regular classroom during regular school hours. Targeted Assistance Model

19 Coordinating with and supporting the general education population. Targeted Assistance Model

20 Providing instruction by highly-qualified and trained professional staff members. Targeted Assistance Model

21 Implementing strategies to increase parental involvement. Targeted Assistance Model

22 Talk Time What are schools using to identify their students? How are your Targeted Assisted schools delivering services?

23 Schoolwide Assistance Model

24 Schoolwide Model A Title I school is eligible to become a schoolwide program when the FRLP level counted is at or above 40 percent.

25 Schoolwide Model A schoolwide program has more flexibility in the use of Title I funds and in the delivery of services than a Targeted Title I Program.

26 Schoolwide Model Schoolwide Program Goals are set and action plans are implemented based on school data to best meet the needs of students most at risk in reading, writing or math.

27 Schoolwide Model Schoolwide Program Goals are set and action plans are implemented based on school data to best meet the needs of students most at risk in reading, writing or math.

28 Identification of Schoolwide Students All students are eligible to participate in all aspects of the Schoolwide Title I Program.

29 Schoolwide Model The statute requires schools to particularly address the needs of low-achieving children and those at-risk of not meeting the state academic achievement standards.

30 Talk Time Discuss the differences between Schoolwide and Targeted Assisted schools. How are your Schoolwide schools delivering services?

31 Interventions RTISWPTAS Research-based and/or scientifically validated programs

32 Interventions RTISWPTAS May be taught by certified classroom teacher or I.A. In addition to a 90 minute Reading Block Must be planned by a certified classroom teacher or specialist (i.e. Reading Teacher, Math Teacher etc.) May be taught by certified highly qualified classroom teacher Highly Qualified I.A.’s can provide instructional Support Must be planned by a certified classroom teacher or specialist (i.e. Reading Teacher, Math Teacher etc.) May be taught by certified highly qualified classroom teacher or Title I Teacher Highly qualified I.A.’s can provide instructional support

33 Interventions RTISWPTAS Delivered in small groupsDelivered in small groups or one-on-one Can be delivered within the core in a push-in model Delivered in small groups or one-on-one Can be delivered within the core in a push-in model

34 Interventions RTISWPTAS Instruction and Curriculum are Supplemental to the general education program

35 Assessments Enter and Exit Criteria RTISWPTAS Use Universal Screener to identify health of the core and students that may need interventions Use universal screener and other district identified assessments to identify students who are at-risk of meeting grade level benchmark/s in reading, writing, or math Use universal screener and other district identified assessments to identify students who are at-risk of meeting grade level benchmark/s in reading, writing, math

36 Assessments Enter and Exit Criteria RTISWPTAS District decision rules guide which student/s are served during additional intervention block

37 Assessments Enter and Exit Criteria RTISWPTAS Title I Funds can only be used to assess students already identified as ‘targeted’

38 Assessments Enter and Exit Criteria RTISWPTAS Progress Monitoring Data is collected regularly to assess if the student in making progress Progress Monitoring Data is collected regularly to assess if the student in making progress with supplemental/intervention instruction Progress Monitoring Data is collected regularly to assess if the student in making progress with the supplemental/intervention instruction

39 Who can administer assessments? RTISWPTAS Universal Screening Data is collected by classroom teachers, instructional assistants and/or a district hired team Universal Screening Data is collected by classroom teachers, Title I instructional assistants and/or a district hired team Title I Funds can only be used to assess students already identified as ‘targeted’ in reading, writing, or math

40 Who can administer assessments? RTISWPTAS Progress Monitoring Data is collected regularly by the interventionist or the classroom teacher to assess if the student in making progress Progress Monitoring Data is collected regularly by the certified classroom teacher or Title I Funded FTE to assess if the student in making progress

41 Talk Time What is something that you knew about interventions in Title 1 and RTI. What was something that you new about interventions in Title 1 and RTI. What is one takeaway regardingassessment?

42 Core RTISWPTAS Research Based Core

43 Core RTISWPTAS Strong Instructional Strategies for ALL students Strong Instructional Strategies for ALL students recommended core instruction daily

44 Core RTISWPTAS For 90 minutes a day

45 Core RTISWPTAS A few students may receive partial replacement core in order to close the achievement gap to get them back into the core

46 Core RTISWPTAS Interventions must be supplemental to the district’s general education core program

47 Professional Development RTISWPTAS PD is ongoing and based on student-outcome data A Needs Assessment of student and teachers is administered

48 Professional Development RTISWPTAS A PD Plan/goals must be written and aligned to the needs assessment the PD goals are incorporated into the Title I SWP for increasing academic achievement in reading, writing, or math, behavior A PD Plan must be written and aligned to TAS program goals for increasing academic achievement in reading, writing, or math

49 Professional Development RTISWPTAS PD can be related to behavior PD is used to support professional growth/instructional improvement in working with ‘targeted’ students identified most at-risk in reading, writing, or math

50 Professional Development RTISWPTAS Title I Funds Can be used to hire instructional coaches to support schoolwide efforts to improve achievement (i.e. instructional practice)

51 Talk Time What is your current practice around professional development for certified staff? What is your current practice around professional development for classified staff? What is one takeaway regarding core?

52 NCLB of 2001: Title I, Improving the Academic Achievement of the Disadvantaged: Public Law

53 Common Elements of Title I Targeted Assisted & Schoolwide Programs Parent-teacher-student compact Documentation to show the school is addressing needs of low achieving students Letter To Parents (teacher and paraprofessional qualifications) Student Monitoring Progress Reports Annual Evaluation of Program

54 Program Options– Specific Requirements Specific to a Schoolwide = – Schoolwide /SIP Building plan Specific to Targeted Assistance = – Targeted Assistance Building Plan – Rank order list of identified students served

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