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| Schoolwide
Programs |
| What is a Schoolwide program? |
A Title I Schoolwide program is a method of
delivering Title I services in eligible schools. It allows the
school to address the educational needs of children living in
impoverished communities with comprehensive strategies for
improving the entire school so every student achieves high levels
of academic proficiency.
Schoolwide programs have great latitude to determine how to
organize their operations and allocate the multiple funding sources
available to them. They do not have to identify particular children
as eligible for services or separately track federal dollars.
Instead, Schoolwide programs can use all allocated funds to
increase the amount and quality of learning time. In this way, they
can embrace a high-quality curriculum, according to a comprehensive
plan that ensures all children meet the state's challenging
academic standards.
Schoolwide programs serve all children in a school. All staff,
resources, and classes are part of the overall Schoolwide program.
The purpose is to generate high levels of academic achievement in
core subject areas for all students, especially those students most
in need. This purpose is achieved through:
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High quality instruction
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Comprehensive reform strategies and methods
that are based on the use of scientifically based research
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Strategies and methods to improve teacher
quality and professional development
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Consolidated use of funds
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| What are the advantages of becoming a Schoolwide program? |
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When an entire school is the target of change,
schools serving the most disadvantaged youth can achieve
success.
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A Schoolwide program is built upon whole school
reform strategies rather than separate, fragmented or add-on
services.
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The whole school takes responsibility for the
success of each student.
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Integration and coordination of efforts toward
unified goals provide for greater success.
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| What are the eligibility requirements for Title I Schoolwide
programs? |
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The school's poverty level must be at least
40%.
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The school and district together decide the
school should become a Schoolwide.
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High-quality assistance and support is
available to the school.
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The district approves, (with external technical
assistance provider recommendations) the school's Schoolwide plan.
This plan is developed over a one-year period by a diverse group of
stakeholders, including teachers, principals, pupil services
personnel, external assistance providers, and parents and community
members.
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| What must be done to develop an acceptable plan? |
- Conduct a comprehensive needs assessment that identifies
specific areas of academic need for all of the various populations
of students at the school (including migrant students). As a result
of this needs assessment, the resulting plan should reflect:
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Challenging goals
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Identified areas of instructional strengths and
weaknesses
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Use of data driven decision-making
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A strong understanding of instructional
approaches
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- Employ reform strategies designed to improve instruction
throughout the school so all children can meet the State's
proficient and advanced academic levels. Some of the strategies
that should be included are:
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Strengthen the core academic program through
use of effective methods and strategies that reflect scientifically
based research.
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Increase the amount and quality of learning
time (such as extended school year, before and after school and
summer school programs and opportunities) and help provide an
enriched and accelerated curriculum.
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Include strategies to meet the needs of
historically underserved populations, and those students who are
most at risk of not meeting the State standards.
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- Ensure that instruction is provided by highly qualified
teachers.
- Provide high-quality and ongoing professional development for
teachers, principals, paraprofessionals and others as
appropriate.
- Implement strategies to attract high-quality and qualified
teachers to high-needs schools.
- Increase parental involvement in student achievement, in
accordance with the requirements in section 1118.
- Assist children in the transition to the next level, such as
from early childhood programs (i.e. Even Start, Head Start) to
local elementary school programs.
- Include teachers in the decisions regarding the use of academic
assessments in order to improve the achievement of individual
students and the overall instructional program.
- Provide timely and effective assistance for students having
difficulty meeting the proficient and advanced levels of academic
performance.
- Coordinate Title I with other Federal, State and local
resources, services and programs.
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| Where might one look for additional information on Schoolwide
programming? |
•
An Idea Book on
Planning: Implementing Schoolwide Programs, Vol.1, and Profiles
of Successful Schoolwide Programs, Vol. 11.
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| Targeted Assistance
Programs |
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| What is a Targeted Assistance program? |
A Targeted Assistance program is one in which
individual students are targeted to receive Title I services.
Students are identified based on multiple, objective, educationally
related criteria. Services may be delivered in a number of ways:
in-class instruction; pull-out instruction; and/or extended day,
week, or year instruction. Title I teacher(s) are responsible for
providing extra services to identified children; coordinating with
other school personnel involved with the children; and involving
parents in the planning, implementation, and evaluation of the
Title I program. For more information, visit: Targeted Assistance
Guidelines |
| Charter
Schools |
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| What are Title I-funded charter schools? |
A charter school is a tuition-free public school
created on the basis of a contract or "charter" between the school
and a local school board or other authorizer. A charter school has
more freedom than a traditional public school in return for a
commitment to meet higher standards of accountability. The two
types of Title I-funded charter schools are:
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Instrumentality charters are operated within
public schools, and the district employs all charter school
personnel.
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2R charters receive their charter from
nonpublic school district partnerships; in Wisconsin, such charters
are currently operated by the Milwaukee Area Technical College,
Milwaukee Common Council, University of Wisconsin (UW)-Milwaukee,
and UW-Parkside.
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| Parent
Involvement |
| How are parents involved in the ESEA consolidated
application? |
The reauthorized Elementary and Secondary
Education Act (ESEA), also known as the No Child Left Behind Act of
2001, requires schools to involve parents in school programs and in
the education of their children. The following major NCLB
parent-involvement requirements for schools and districts are
addressed in DPI bulletin nos. 03.03 and 03.04
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Title I - Improving the Academic Achievement
of the Disadvantaged
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Parent Involvement Policy for Schools and
Districts
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District Parent Involvement Policy
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School Obligations
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School-Parent Compact
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School and District Responsibilities for
Building Capacity for Parent Involvement
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Parental Information and Resource Centers
(PIRCs)
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| Private
Schools |
| How do private school students and schools participate in the
ESEA consolidated plan? |
| The Elementary and Secondary Education Act
(ESEA), as reauthorized by the No Child Left Behind Act of 2001
(NCLB), provides educational services and benefits to private
school students and educational personnel, including those in
religiously affiliated schools. These services are targeted for
students and educators and not for the private schools. The
reauthorized ESEA requires the equitable participation of private
school students and educational personnel in some of its major
programs. Following are explanations of some of the law's
provisions, brief summaries of each program, and questions and
answers regarding the participation of private school students and
educational personnel in the programs. Information is also provided
on the transfer of funds from one program to another. Much of the
information in this document has been drawn from federal guidance
documents posted on the United States Department of Education
website (www.ed.gov); also see DPI
Bulletin No. 03.01 |
| Response to
Intervention (RtI) |
Please note: With Title I programs and funding, there are
basic tenets upon which the allowability of activities and
purchases are determined. However, these basic tenets rely upon the
specific Title I program model in a specific school, in the program
models of other Title I schools in the district and the funding of
activities in schools (Title and non-Title) across the district as
a whole. In sum, it is hard to determine if something is an
allowable Title I program or expense without knowing the larger
context in which the program is taking place. Having said this, the
following FAQ attempts to address some of the more general
questions regarding the coordination and integration of a
school’s RtI and Title I programs.
Targeted Assistance Title I Programs:
|
| In a targeted assistance school, can the Title I teacher
participate in RtI? |
| Yes. Title I services are one piece of the
continuum of services available to students. Title I teachers
should still be providing supplemental educational support to a
select group of students determined as Title I-eligible by a review
of multiple measures of academic progress. The school should have
explicit criteria for when students enter the Title I program and
explicit criteria for when students exit the Title I program. Title
I teachers collaborate with regular classroom teachers in
identifying Title I students. Title I teachers may consult with
regular classroom teachers to design classroom interventions that
the teacher would implement before a student is identified as Title
I eligible. However, the Title I teacher should not be delivering
those interventions as they are designed for non-Title I students.
Title I teachers should never be used to deliver the core
instruction provided to all students even if that instruction is
differentiated. Title I teachers deliver education services over
and above the core instruction. Title I services should never
reduce a student's access to the core instruction. |
| What role can Title I instructional paraprofessionals play in
the implementation of RtI in a targeted assistance school? |
| Paraprofessionals work under the direct
supervision of a highly qualified teacher whose responsibilities
include, but are not limited to, supporting the lesson plan of a
properly licensed teacher, providing technical assistance to the
teacher, and helping with classroom management. Paraprofessionals
hired with Title I funds are specifically assigned to support
students receiving Title I services under the direct supervision of
a highly qualified teacher. This could include supporting a Title I
student's participation in the school's RtI system. Title I
paraprofessionals should not provide interventions to general
education students. For more information on Title I
paraprofessionals, see Bulletin 03.02 ESEA Update:
Paraprofessionals-Frequently Asked Questions. |
| Can Title I funds be used to purchase instructional materials
to support the RtI system in a targeted assistance school? |
| If the district is purchasing particular
materials for all schools in the district, those materials must be
purchased with state or local funds in both Title I and non-Title I
schools. In a targeted assistance school, Title I funds may only be
used to purchase instructional materials for Title I students in
the Title I program. Title I funds may never be used to purchase
instructional materials in non-Title I schools. |
| How do multi-level systems of support work within the Title I
targeted assistance programming? What parameters do we need to be
aware of as we implement RtI? |
| When implementing RtI in a targeted assistance
school, staff must ensure that the students served by Title I
teachers and the services those teachers provide are consistent
with Title I law. In a targeted assistance school, Title I teachers
work only with Title I-eligible students and the services they
provide are above and beyond what non-title students are receiving
and supplemental to the core instructional program. This must be
foremost in consideration when determining which level Title I
services would best be placed. |
| In a targeted assistance program, what role can Title I
teachers play in the new Specific Learning Disabilities (SLD)
rule? |
| In a targeted assistance program, Title I
teachers should continue to serve Title I identified students and
provide the necessary supplemental interventions to these students.
These documented interventions with the Title I teacher
may meet the standards of an intensive
intervention required as part of a SLD eligibility decision. For
more information on the SLD criteria and its definition of
"intensive interventions," see Programs for Students with
Specific Learning Disabilities. |
Schoolwide Title I Programs:
How may Title I funds be used to support RtI in a schoolwide
school? |
Schoolwide programs, allowable in buildings with
at least 40% poverty upon submitting their schoolwide application,
are designed to serve the educational needs of all students within
the school. In order for any activity to be allowable in a
schoolwide, the activity must be reflected both in the school's
comprehensive needs assessment and schoolwide plan. As is the case
with all actions and strategies on schoolwide plans, if it is being
funded with Title I funds, its effectiveness on increasing student
achievement will need to be evaluated annually. For more about
schoolwide programming, see Title I Schoolwide
Programs.
Title I funds combined with other resources may be used to fund any
aspect of RtI in a schoolwide school. In a schoolwide program, the
district must take appropriate measures to ensure that they are not
supplanting state and local funds with federal Title I
funding.
In addition, districts may set aside a portion of their IDEA Part B
funds to be used within Title I schoolwide schools to support any
part of their schoowide plan. For more information on this option,
see IDEA - Title
I Schoolwide Set-Aside.
The U.S. Department of Education has an informative power point on
this topic titled, Implementing
RTI Using Title I, Title III, and CEIS Funds. |
| Highly Qualified Teachers
and Paraprofessionals |
| Must teachers be highly qualified to teach in a Title I
targeted assistance school? |
| Yes. Title I teachers must be highly qualified
at the time of hire. |
| Must teachers be highly qualified to teach in a Title I
Schoolwide school? |
| Yes. All teachers in a Title I Schoolwide
school must be highly qualified. Teachers funded by Title I funds
must be highly qualified at the time of hire. |
| If an individual holds an emergency license or emergency
permit, are they highly qualified? |
|
Not necessarily. An emergency license/permit may
allow the teacher to hold the position, but whether the teacher is
highly qualified depends on the individual's education,
preparation, and assignment. For the individual to be funded from
Title I or IIA dollars, the teacher must be highly
qualified. A teacher who holds an emergency license or permit in
core subject(s) is considered highly qualified only if all
three of the following criteria are met:
- The educator has demonstrated content knowledge in the core
subject(s) in which they will be teaching through either a major,
minor, or successful completion of Wisconsin's Praxis II test(s).
Please note that since a major or minor does not exist in
reading and Wisconsin does not currently have an approved content
test for reading, the only individuals who meet this requirement
for reading are elementary-licensed teachers. Also note that an
elementary or middle school teacher who is licensed to teach all
core academic areas for regular education would meet this
requirement for a special education assignment since the Praxis II
exam is dependent upon developmental level and not whether it is
regular or special education.
- The educator is enrolled in an approved educator preparation
program that will be completed in no more than three years.
- The district provides high quality professional development
before and while teaching and intensive supervision or mentoring
while teaching.
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| What happens if an elementary teacher serving as a Title I
reading teacher does not complete the reading licensure program
after three years? |
| The individual can no longer be counted as a
highly qualified reading teacher and cannot be funded from Title
I. |
| When must an elementary-licensed teacher hold a reading teacher
license (316)? |
A reading teacher license (316) is required for
the following assignments:
- If the individual teaches more than one class of reading per
day;
- If the reading assignment is part of a Title I targeted
assistance program;
- If the reading assignment is part of a reading recovery program
(not part of a self-contained classroom).
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| When must a secondary-licensed teacher hold a reading teacher
license (316)? |
| A reading teacher license (316) is always
required for a secondary teacher to teach reading. |
| What license must a teacher hold in order to teach a program
such as READ 180? |
| A reading teacher license is required for all
teachers teaching READ 180. |
| How does a Title I math teacher meet the highly qualified
status? |
| A teacher who holds an elementary license in
regular education can teach the core academic areas of Language
Arts, Math, Science, and Social Studies within the grades of the
elementary license and is considered highly qualified. Therefore,
if the teacher holds a Middle Childhood-Early Adolescence regular
education license, the teacher can teach Title I math or serve as a
Title I math coach to grades 1-8, There is no separate elementary
math license for these assignments. If the individual is teaching
high school math, the individual must hold a math license (400) in
order to be considered highly qualified. |
| Must a substitute teacher be highly qualified to hold a Title I
position? |
| A substitute teacher must be highly qualified for
the Title I assignment if they teach or work with students for 20
or more consecutive days. It is strongly recommended that shorter
term substitute teachers and paraprofessionals meet the highly
qualified requirement. Please note that a substitute teacher who is
not highly qualified cannot be funded by Title I. For more
information on appropriate licensure for assignments, visit
What Can I Teach
with my License? |
| Title I Paraprofessional
Requirements: |
| Must all paraprofessionals who work with students in a Title I
program be highly qualified? |
| All paraprofessionals hired after January 8,
2002, who work in a Title I targeted assistance program must be
highly qualified at the time of hire. Paraprofessionals hired on or
before January 8, 2002, had until January 8, 2006, to meet the
highly qualified requirements. For more information on highly
qualified requirements for paraprofessionals, see ESEA Update Bulletin No.
02.03 Requirements for Paraprofessionals. |
| Which paraprofessionals must be highly qualified in a Title I
schoolwide school? |
| All paraprofessionals in a schoolwide school must
be highly qualified. This includes special education
paraprofessionals. |
| How does a paraprofessional demonstrate highly qualified
status? |
| In order to be highly qualified, a
paraprofessional must hold a high school diploma and have completed
two years of post-secondary education (48 credits) or an
associate's degree or have met a rigorous standard of quality and
demonstrated knowledge of, and ability to assist in instruction in
reading, writing or mathematics, or reading, writing or math
readiness. Please see our web site for more information on the
paraprofessional assessment: Wisconsin Recommended
Assessment Guidelines for Local School District Use for Title I
Paraprofessionals. |
| Must a substitute paraprofessional be highly qualified to hold
a Title I position? |
| A substitute paraprofessional must be highly
qualified for the Title I assignment if they work with students for
20 or more consecutive days. It is of strongly recommended that
shorter term substitute paraprofessionals meet the highly qualified
requirement. Please note that a substitute paraprofessional who is
not highly qualified cannot be funded by Title I. |
| Supplement Not
Supplant |
| How can my district avoid supplanting when allocating Title I
funds? |
To determine if your district is in danger of
supplanting when allocating Title I funds, ask the following
questions:
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Does the district use Title I funds to provide
services that the LEA is required to make
available under state, local or another federal law?
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Does the district use Title I funds to provide
services that it provided in the prior year with nonfederal
funds?
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Does the district use Title I funds to provide
services for children participating in a Title I program or in a
Title I school that it provides with nonfederal funds to
nonparticipating children or children in non-Title I schools?
|
If you answer yes to any of these questions your district is at
risk of supplanting. Consult with your assigned DPI Title I
consultant before proceeding.
|
| May Title I Funds be used to hire Pupil Services personnel such
as school counselors and social workers? |
Yes, with conditions. Title I schoolwide schools
must conduct an annual needs assessment to determine the greatest
needs of low achieving students. Based on the needs assessment a
schoolwide plan is developed, implemented and evaluated annually.
The needs assessment results in the identification of schoolwide
reform strategies that 1) provide opportunities for all children to
meet the State's proficient and advanced levels of student academic
achievement, 2) use effective methods and instructional strategies
that are based on scientifically based research and, 3) include
strategies to address the needs of all children in the school, but
particularly the needs of low-achieving children and those at risk
of not meeting the State student academic achievement standards. If
pupil services personnel are employed to meet one or more of these
objectives, they may be funded by Title I funds so long as those
funds do not supplant state or local dollars. In a targeted
assistance school, pupil services personnel may be considered only
under the following conditions:
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The school is implementing programs that
provide supplemental services only to eligible children identified
as having the greatest need for special assistance;
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The school provides opportunities for
professional development with Title I funds and, to the extent
practicable, from other sources, for teachers, principals, and
paraprofessionals, including if appropriate, pupil services
personnel, parents, and other staff, who work with participating
children in programs;
|
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The school provides strategies to increase
parental involvement such as family literacy services;
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The pupil services personnel paid with Title I
funds work only with students receiving Title I services and;
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Title I funds do not supplant state or local
dollars.
|
If you answer yes to any of these questions your district is at
risk of supplanting. Consult with your assigned DPI Title I
consultant before proceeding.
|
| Title I DIFI (Districts
Identified for Improvement) |
| My district was just identified for improvement. What do I need
to do to comply with No Child Left Behind law? |
A district is identified for improvement when the
district misses Adequate Yearly Progress (AYP) in the same
indicator for two consecutive years in all of the grade spans
tested. Indicators are reading, mathematics, test participation,
graduation rate at the secondary level or attendance rate for
elementary and middle levels. District grade span groups are:
elementary (grades 3-5), middle (grades 6-8), and high school
(grade 10) for reading and mathematics, and K-5, 6-8, 9-12 for the
other academics indicators.
Please refer to the NCLB Requirements for
Title I Districts Identified for Improvement website for
information and guidance regarding each DIFI level. |
| Title I SIFI (Schools
Identified for Improvement) |
| My Title I school was just identified for improvement. What do
I need to do to comply with No Child Left Behind law? |
Schools identified for improvement are those that
miss Adequate Yearly Progress (AYP) for two (or more) consecutive
years in the same indicator (reading, mathematics, test
paerticipation, or attendance/graduation). AYP is based on annual
Wisconsin Knowledge and Concepts Examinations results for grades 3
through 8 and 10.
Please refer to the NCLB Requirements for
Title I Schools Identified for Improvement website for
information and guidance regarding each SIFI level. |
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