program design and implementation for targeted assistance programs title i technical assistance...

Program Design and Implementation for Targeted Assistance Programs

Title I Technical Assistance SessionSchool Improvement Grant Programs

October 6, 2011

Agenda

Needs Assessment Student Selection Process Models of Instruction Program Evaluation Q&A

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Massachusetts Department of Elemetary and Secondary Education

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


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

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Needs Assessment – Data Sources

Quantitative: Student achievement results (state, local,

summative, formative) Enrollment/attendance Dropout and graduation rates Suspension and discipline counts Demographic trends

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Needs Assessment – Data Sources

Qualitative: indication of attitudes and perceptions

Surveys Focus groups Interviews (face to face or phone) Observation tools

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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

ResourcesRequirements:

http://www.doe.mass.edu/titlei/programs/needs.htmlConditions for School Effectiveness Self-Assessment:

http://www.doe.mass.edu/sda/ucd/CSESelf-Assesment.pdf7


http://www.doe.mass.edu/titlei/programs/needs.html

http://www.doe.mass.edu/sda/ucd/CSESelf-Assesment.pdf

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 work3. Incorporate into existing school planning4. Use strategies that extend learning time, accelerate

curriculum, and minimize removal from the classroom5. Coordinate with and support regular education program (e.g.,

mentoring, college awareness, ease transitions…)6. Provide instruction by highly qualified staff7. Provide professional development for administrators,

teachers, and staff who work with Title I children8. Provide strategies to increase parental involvement

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Student Selection Process

Targeted Assistance Programs specifically serve students who are failing or most at risk of failing to meet the state academic standards.

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Student Selection Process - CriteriaStudents are selected based on criteria that must be:MultipleEducationally-relatedObjectiveUniversally 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

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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

programs11


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


Student Selection Process – Required Documents

Student Selection Procedure Timing of selection Scoring process Rank-order lists Statement of equal opportunity

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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

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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

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Student Selection Process – Required Documentshttp://www.doe.mass.edu/titlei/monitoring

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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


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

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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.

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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

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Pull-out (and extended time) Meet student directly at level Focus SNS clear

Coordination a challenge What missing…what’s sacrificed?

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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

ResourcesTiered Instruction overview:

http://finance1.doe.mass.edu/grants/grants11/rfp/doc/257_appn_a.pdfSelf-assessment rubric; Developing a system of Tiered Instruction:

http://finance1.doe.mass.edu/grants/grants11/rfp/doc/257_appn_b.pdf

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http://finance1.doe.mass.edu/grants/grants11/rfp/doc/257_appn_a.pdf

http://finance1.doe.mass.edu/grants/grants11/rfp/doc/257_appn_b.pdf

Program EvaluationFederal 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 achievementGreater parental involvementMore 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.

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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

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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?

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Program Evaluation

Don’t forget to evaluate:

Private school servicesParental involvement

Professional developmentConsultancy services

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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

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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


Program Evaluation - RequirementsProgram Evaluation Summary

Summarizes the findings of the evaluation and discusses:

Program strengths Program weaknesses Subsequent program changes

Sample documents: http://www.doe.mass.edu/titlei/monitoring/

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http://www.doe.mass.edu/titlei/monitoring/

Questions?

Website: www.doe.mass.edu/titleiEmail: [email protected]: 781-338-6230

program design and implementation for targeted assistance programs title i technical assistance...

Documents

secondary education

needs assessment components

student needs curriculum

needs assessment worthwhile

regular education program

school ta

community involvement

reliable data