Title I is a federal program that provides funds to school districts and schools with high numbers or high percentages of children who are disadvantaged to support a variety of services. Its overall purpose it to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and assessments.
An equitable multi-level system of supports (MLSS) is a framework for achieving higher levels of academic and behavioral success for every learner through implementing and sustaining the key system features depicted here:
Key System Features
Title I programs and services work well within an equitable MLSS:
- Equity: Every learner has access to the resources and educational rigor they need at the right moment in their education despite race, gender, ethnicity, language, disability, family background, or family income.
- High Quality Instruction: Curricula, teaching practices, and learning environments are standards-based, evidence-based, engaging, differentiated, culturally responsive, and data driven. An equitable multi-level system of support can be supported in a Title I Targeted Assistance or a Schoolwide Program.
- Strategic Use of Data: Ongoing, reflective, and collaborative analysis of implementation and outcomes data in a problem-solving process to inform improvement and achieve equity. Students served by Title I funds are those most at risk of failing the state academic standards as identified by multiple assessment measures.
- Collaboration: A systematic process of learners, families, educators, and the community working together to ensure the academic, behavioral, social, and emotional success of every learner. In a targeted assistance school, Title I teachers collaborate with classroom teachers to identify potential Title I students and to help design classroom interventions to implement with students before they would enter the Title I program. In a Title I schoolwide program, the school community collaboratively develops, implements and assesses their Title I program.
- Family and Community Engagement: Families and communities are active partners and key collaborators in achieving the goal of success for every learner.
- Continuum of Supports: High quality instruction, collaboration, and strategic use of data of varying intensity equitably address the needs of every learner.
- Strong Universal Level of Support: Instruction, assessment, and collaborative systems and practices are accessible, effective, and reflective of every learner.
- Systematic Implementation: Programs, practices, roles, and expertise aligned and coordinated into an independent whole to ensure every learner benefits equitably from access, opportunity, and support across the school and district.
- Strong Shared Leadership: Representative teams with responsibility to lead and oversee implementation of an equitable multi-level system of supports at the school and district levels.
- Positive Culture: A collective sense of purpose and commitment to ensure the well-being, sense of belonging, safety, and success of every leaner.
- Evidence-based practices: Use of programs, practices, and procedures with the best available evidence balanced with the fit to the school's and district's population and values.
For general questions regarding the coordination and integration of a school’s RtI and Title I programs:
Wisconsin Department of Public Instruction:
Other MLSS Resources: