Selecting Students for Title I Services in a Targeted Assistance School TAS

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Selecting Students for Title I Services in a
Targeted Assistance School (TAS)

• May 2006
• Indiana Department of Education
• Division of Compensatory Education

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Selecting Students for Title I Services in a
Targeted Assistance School (TAS)

• In a TAS, Title I funds must be focused, or
  targeted, at students who are most in need of
  extra academic assistance.

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Eligible Students Section 1115(b)(1)(B)

• Eligible children are children identified by
  the school as failing, or most at risk of
  failing, to meet the States challenging student
  academic achievement standards on the basis of
  multiple, educationally related, objective
  criteria

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Eligible Students Section 1115(b)(1)(B)

• Children from preschool through grade 2 shall
  be selected solely on the basis of such criteria
  as teacher judgment, interviews with parents, and
  developmentally appropriate measures.

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Eligible Students Section 1115(b)(2)

• Section 1115(b)(2)
• (A). In general, children who are economically
  disadvantaged, children with disabilities,
  migrant children or limited English children, are
  eligible for serviceson the same basis as other
  children selected to receive services

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Eligible Students Section 1115(b)(2)

• (B). Head Start, Even Start, or Early Reading
  First, if served at any time in the previous 2
  years (includes Title I preschool)
• (C ). Part C Education of Migratory Children
  if served at any time in the previous 2 years

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Eligible Students Section 1115(b)(2)

• (D). Neglected or Delinquent Children if in a
  local institution or attending a community day
  program for such children
• (E). Homeless Children If homeless and
  attending any school served by the LEA

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• The Division of Compensatory Education has
  created a sample student selection and rank form,
  available at http//www.doe.state.in.us/TitleI/do
  cs/sample_student_selection.doc.

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TITLE I STUDENT SELECTION PROCESS
WORKSHEET READING/LANGUAGE ARTS AND MATH
School ____________ Teacher ___________________
_ Grade __________ Room ____________ Date
____________ Completed by
______________________ Check Only One
Reading/Language Arts________ Math____________

• STUDENT SELECTION PROCESS CRITERIA OPTIONS
• __ISTEP/CTBS Total Reading 6.
  __Curriculum/Standard Based Assessment
• __ISTEP/CTBS Total Math 7. __Teacher Input
  (Grades K-2 only)
• __NWEA Reading 8. __DIBELS
• __NWEA Math 9. __Other Assessment
• __Lexile Range
  10. __Other Assessment
• Your school must keep official copies of this
  documentation for federal audit purposes.

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Selecting Students for Title I Services

• To begin the process, assess ALL students in the
  grade level you are serving (including special
  education, English language learners, and
  gifted-talented).

• EXAMPLE
• School ABC will assess all first grade students
  using the DIBELS Oral Reading Fluency assessment.

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Sample Student Sheet (Top)
Indicate the first assessment or criteria to be
used.

• TITLE I
• STUDENT SELECTION PROCESS WORKSHEET
• READING/LANGUAGE ARTS AND MATH
• School ABC Teacher ____________ Grade 2 Room
  _______ Date 5/25/06
• Completed by ______________ Check Only One
  Reading/Language Arts_X_ Math_

• STUDENT SELECTION PROCESS CRITERIA OPTIONS
• __ISTEP/CTBS Total Reading 6.
  __Curriculum/Standard Based Assessment
• __ISTEP/CTBS Total Math 7. __Teacher Input
  (Grades K-2 only)
• __NWEA Reading 8. X DIBELS
• __NWEA Math 9. __Other Assessment
• __Lexile Range 10. __Other
  Assessment
• Your school must keep official copies of this
  documentation for federal audit purposes.

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Selecting Students for Title I Services

• The scores from DIBELS can be assigned a
  numerical value
• 0-25 1 point
• 26-42 2 points
• 43-46 3 points
• 47 - 4 points

• EXAMPLE
• Using the numbers on the left, record the score
  and appropriate points for each student.

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Insert information in the highlighted boxes.
Note This is only a representative sample for
demonstration all students in a grade level must
be listed, assessed, and ranked.
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Selecting Students for Title I Services

• Assess ALL students in the grade level you are
  serving (including special education, English
  language learners, and gifted-talented) using a
  second criteria.

• EXAMPLE
• In grades K-2, Teacher Recommendations are
  appropriate measures.

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Sample Student Sheet (Top)
Indicate the second assessment or criteria to be
used.

• TITLE I
• STUDENT SELECTION PROCESS WORKSHEET
• READING/LANGUAGE ARTS AND MATH
• School ABC Teacher ____________ Grade 2 Room
  _______ Date 5/25/06
• Completed by ______________ Check Only One
  Reading/Language Arts_X_ Math_

• STUDENT SELECTION PROCESS CRITERIA OPTIONS
• __ISTEP/CTBS Total Reading 6.
  __Curriculum/Standard Based Assessment
• __ISTEP/CTBS Total Math 7. X Teacher Input
  (Grades K-2 only)
• __NWEA Reading 8. X DIBELS
• __NWEA Math 9. __Other Assessment
• __Lexile Range 10. __Other
  Assessment
• Your school must keep official copies of this
  documentation for federal audit purposes.

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Selecting Students for Title I Services

• Teacher Recommendations should be given a
  numerical value, such as
• 2 years below grade level 1 point
• 1 year below grade level 2 points
• ½ year below grade level 3 points
• On grade level 4 points
• The first assessment, DIBELS, assigned the
  lowest number to the most-in-need students
  academically. The same should apply with the
  second criteria (i.e. lowest number to
  most-in-need).

• EXAMPLE
• Teacher recommendations are collected, reviewed,
  and assigned the numerical values on the left.
  Record a number for each student.

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Insert information in the highlighted boxes.
Note This is only a representative sample for
demonstration all students in a grade level must
be listed, assessed, and ranked.
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Selecting Students for Title I Services

• After entering information for the second
  assessment, determine the total rank for each
  student.

• EXAMPLE
• In this example, 1 is the highest, or most in
  need student, and 8 is the lowest, or the highest
  achieving student.

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Insert information in the highlighted boxes.
Note This is only a representative sample for
demonstration all students in a grade level must
be listed, assessed, and ranked.
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Selecting Students for Title I Services

• Based on your Title I plan and the number of
  students that can be served (depending on
  staffing), begin selecting students from the
  lowest ranking.

• EXAMPLE
• Based on the sample, Students A, B, and D are
  eligible to receive Title I services.

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Highlighted students are eligible to receive
Title I services. Note This is only a
representative sample for demonstration all
students in a grade level must be listed,
assessed, and ranked.
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Selecting Students for Title I Services

• The worksheet should record data on whether a
  student participates in the Title I program.

• EXAMPLE
• Mark in the appropriate column if an eligible
  student participates in Title I.

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Indicate if a student participates in the Title I
program. Note This is only a representative
sample for demonstration all students in a grade
level must be listed, assessed, and
ranked.
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Selecting Students for Title I Services

• Record and document any reason why a student
  does not receive services.

• EXAMPLE
• Student B is not being served because parent
  refused services (keep written documentation of
  parent denial of services).
• OTHER EXAMPLES
• Title I must be additional to other services
  being provided, through special education or
  English Language Learner (ELL) program. This is
  determined after meaningful consultation
  regarding special education or ELL services.

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Record reason for not receiving services. Keep
any relevant documentation on file in the Title I
office. Note This is only a representative
sample for demonstration all students in a grade
level must be listed, assessed, and
ranked.
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Selecting Students for Title I Services

• Title I funds may not be used to provide the
  level of services necessary to meet Federal,
  State, or local law requirements for
  limited-English-proficient children or children
  with disabilities. For example, a special
  education student being provided with special
  education services in reading that are sufficient
  to meet the requirements of Part B of the
  Individuals with Disabilities Education Act
  (IDEA) may also be provided Title I, Part A
  services in reading if the school identifies the
  student as being in greatest need of assistance
  for meeting the State's challenging content and
  student performance standards.
• Policy Guidance for Title I, Part A Improving
  Basic Programs Operated by Local Educational
  Agencies - April 1996

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Selecting Students for Title I Services

• After students are selected for participation in
  the Title I program, it is important to keep
  attendance records and lessons plans for those
  students.

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Selecting Students for Title I Services

• Frequent progress monitoring of participating
  students will allow movement of students in and
  out of the program.
• If teachers determine that a student has reached
  a proficiency level that meets the states high
  academic standards, consideration may be given to
  remove the student from the Title I program
  (using appropriate criteria like report card
  grades and assessments).
• If a student currently receiving services moves
  to another school, the next eligible student
  should be added to the program.
• Records should document entries, exits, and any
  other changes to the student roster.

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Selecting Students for Title I Services

• When new students move in during the year and
  may not have scores from an assessment, use an
  alternate criteria to determine rank and
  eligibility.

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Note This is only a representative sample for
demonstration all students in a grade level must
be listed, assessed, and ranked.