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Program Design and Implementation for Targeted Assistance Programs Title I Technical Assistance Session School Improvement Grant Programs October 6, 2011.

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Presentation on theme: "Program Design and Implementation for Targeted Assistance Programs Title I Technical Assistance Session School Improvement Grant Programs October 6, 2011."— Presentation transcript:

1 Program Design and Implementation for Targeted Assistance Programs Title I Technical Assistance Session School Improvement Grant Programs October 6, 2011

2 Agenda  Needs Assessment  Student Selection Process  Models of Instruction  Program Evaluation  Q&A 2 Massachusetts Department of Elemetary and Secondary Education

3 Needs Assessment - Requirements  Conducted annually at each school (TA and SW programs)  Must include data on student achievement and input from parents and educators  Maintain written procedures document (timing, who’s responsible, what’s included)  Publish and retain written findings (summary of analysis, needs and priorities) 3 Massachusetts Department of Elemetary and Secondary Education

4 Needs Assessment - Components No single model or one way to do it…consider: -student needs -curriculum and instruction -professional development -family and community involvement -school and district context and organization 4 Massachusetts Department of Elemetary and Secondary Education

5 Needs Assessment – Data Sources Quantitative:  Student achievement results (state, local, summative, formative)  Enrollment/attendance  Dropout and graduation rates  Suspension and discipline counts  Demographic trends 5 Massachusetts Department of Elemetary and Secondary Education

6 Needs Assessment – Data Sources Qualitative: indication of attitudes and perceptions  Surveys  Focus groups  Interviews (face to face or phone)  Observation tools 6 Massachusetts Department of Elemetary and Secondary Education

7 Needs Assessment – Worthwhile?  Uses valid and reliable data  Involves range of individuals (knowledge, skills, perspective)  Results in goals and action plans  Used as basis for resource allocation  Includes regular follow-up and evaluation of plans and actions Resources Requirements: Conditions for School Effectiveness Self-Assessment: 7 Massachusetts Department of Elemetary and Secondary Education

8 Components of a Targeted Assistance Program (ESEA, sec. 1115(c)) 1.Use grant resources to help participating children meet standards 2.Use instructional techniques proven to work 3.Incorporate into existing school planning 4.Use strategies that extend learning time, accelerate curriculum, and minimize removal from the classroom 5.Coordinate with and support regular education program (e.g., mentoring, college awareness, ease transitions…) 6.Provide instruction by highly qualified staff 7.Provide professional development for administrators, teachers, and staff who work with Title I children 8.Provide strategies to increase parental involvement 8 Massachusetts Department of Elemetary and Secondary Education

9 Student Selection Process Targeted Assistance Programs specifically serve students who are failing or most at risk of failing to meet the state academic standards. 9 Massachusetts Department of Elemetary and Secondary Education

10 Student Selection Process - Criteria Students are selected based on criteria that must be:  Multiple  Educationally-related  Objective  Universally Applied ** Selection for PK-2 students: use developmentally appropriate criteria – more subjective – teacher recommendations and parent interviews **Equal Opportunity Eligibility: consideration and selection is the same for all students 10 Massachusetts Department of Elemetary and Secondary Education

11 Student Selection Process - Eligibility Eligibility Based on Status: Head Start, Even Start, or Early Reading First in 2 years preceding Migrant services received in 2 years preceding Homeless children Children in local Neglected or Delinquent programs 11 Massachusetts Department of Elemetary and Secondary Education

12 Student Selection Process – Private Schools Serving Private School Students:  Services must be equitable to those provided to public school children and must be developed through meaningful and timely consultation with private school officials  Title I services in private schools are always Targeted Assistance  Work with Private School Administrators to select students based on academic need 12 Massachusetts Department of Elemetary and Secondary Education

13 Student Selection Process – Required Documents Student Selection Procedure  Timing of selection  Scoring process  Rank-order lists  Statement of equal opportunity 13 Massachusetts Department of Elemetary and Secondary Education

14 Student Selection Process – Required Documents Selection Criteria Sheets  Separate criteria sheet for each subject area and grade level  Assign point values for each criterion  Use multiple, educationally-related, objective criteria  No points for information unrelated to current academic performance 14 Massachusetts Department of Elemetary and Secondary Education

15 Student Selection Process – Required Documents 15 Massachusetts Department of Elemetary and Secondary Education

16 Student Selection Process – Required Documents Rank-Ordered Lists  One list per subject/grade  Ranked highest to lowest academic need based on composite score  Has established cut-off point  Indicates who is participating and who is not  May contain special notes (SPED, ELL)  Must be updated as changes in service occur 16 Massachusetts Department of Elemetary and Secondary Education

17 Student Selection Process – Required Documents 17 Massachusetts Department of Elemetary and Secondary Education

18 Student Selection Process – Required Documents 18 Massachusetts Department of Elemetary and Secondary Education

19 Models of Instruction - Basis  Supplement, Not Supplant: use funds to add to what would, without these funds, be used to educate your students  Goal: enable students to achieve State content and performance standard  Means: effective, targeted instructional strategies  Primary consideration given to extended learning time  Provide accelerated, high quality curriculum  Minimized removing children from regular classroom 19 Massachusetts Department of Elemetary and Secondary Education

20 Allowable Uses of Funds  Teacher and paraprofessional salaries and stipends  Professional Development/Targeted coaching  Substitutes  Supplemental assessments (not universal screening or means for selection)  Supplies and Materials (used by Title I only)  Transportation (to access services)  Refreshments (reasonable and necessary)  Administration of Title I program 20 Massachusetts Department of Elemetary and Secondary Education

21 Types of Programs  Extended time (day, week, year)  In-class  Pull-out Reminder: Whatever strategies employed, purchase of resources and activities must be planned so that the targeted Title I students are the direct beneficiaries, i.e., supplemental assistance is provided to allow them to achieve content and performance standards. 21 Massachusetts Department of Elemetary and Secondary Education

22 Models: Benefits and Pitfalls  In-Class  Students don’t miss, only gain  Coordination of strategies and content  Collaborative teaching (planning, demonstration, varied approach, experimentation)  Less stigma  SNS a logistical challenge  Skills/knowledge/attention gap  Optimal use of staff…clarity of roles…territorial issues 22 Massachusetts Department of Elemetary and Secondary Education

23 Models: Benefits and Pitfalls  Pull-out (and extended time)  Meet student directly at level  Focus  SNS clear  Coordination a challenge  What missing…what’s sacrificed? 23 Massachusetts Department of Elemetary and Secondary Education

24 Models: Benefits and Pitfalls  Tiered Instruction (RTI)  Emphasizes continuous monitoring, providing specific instruction, and collaboration  Enhances benefits of both in-class and pull-out  Adherence to SNS, student selection, and evaluation an organizational and logistical challenge…requires greater coordination, flexibility and efficiency Resources Tiered Instruction overview: Self-assessment rubric; Developing a system of Tiered Instruction: 24 Massachusetts Department of Elemetary and Secondary Education

25 Program Evaluation Federal legislation requires that a school operating a Title I program annually evaluate the implementation of, and results achieved by, the Title I program. Annual review of strategies to determine if they are contributing to desired outcomes:  Improved student achievement  Greater parental involvement  More high quality professional development There is no single model or template for a Title I Program Evaluation; the exact components will depend on a school or district’s particular context. 25 Massachusetts Department of Elemetary and Secondary Education

26 Program Evaluation - Purpose  Measure the efficacy and impact of Title I program  Document impact of services on student learning  Improve delivery methods to be more efficient and effective  Identify strengths/weaknesses of program  Inform school/district planning – data for assessment of needs  Advocacy tool 26 Massachusetts Department of Elemetary and Secondary Education

27 Program Evaluation – Key Questions Has the Title I program been effective? What has worked well and what has not worked well in the Title I program? How should the Title I program be refined? 27 Massachusetts Department of Elemetary and Secondary Education

28 Program Evaluation Don’t forget to evaluate: Private school services Parental involvement Professional development Consultancy services 28 Massachusetts Department of Elemetary and Secondary Education

29 Program Evaluation - Requirements ESE Title I Program Review requires a written program evaluation procedure document and program evaluation summary document Even if district is not scheduled for Program Review, program evaluation procedure should be in place and document on file 29 Massachusetts Department of Elemetary and Secondary Education

30 Program Evaluation - Requirements Program Evaluation Procedure Describes how each school’s Title I program is annually evaluated for impact on student achievement and includes:  Data used  Constituents consulted  Process used to arrive at findings  How findings are utilized for planning and improvement 30 Massachusetts Department of Elemetary and Secondary Education

31 Program Evaluation - Requirements Program Evaluation Summary Summarizes the findings of the evaluation and discusses:  Program strengths  Program weaknesses  Subsequent program changes Sample documents: 31 Massachusetts Department of Elemetary and Secondary Education

32 Questions? Website:www.doe.mass.edu/titlei Phone:


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