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Student Selection in Targeted Assistance Programs


Student Selection in Targeted Assistance Programs ... Equal opportunity - Basis for consideration & selection is the same for all ... – PowerPoint PPT presentation

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Title: Student Selection in Targeted Assistance Programs

Student Selection in Targeted Assistance Programs
  • Title I Technical Assistance Networking Session
  • Alex Lilley
  • School Improvement Grant Programs
  • November 19, 2008

Purpose of Title I
  • To provide supplementary support to enable
    participating students to achieve challenging
    State content and performance standards.
  • Two types of programs
  • Schoolwide all students are eligible
  • Targeted Assistance only targeted students are

Title I Programs
  • Schoolwide Programs (SW)
  • Have at least 40 poverty
  • Have Schoolwide Plan for improving entire
    academic program
  • Particular attention paid to those furthest from
    reaching standards
  • Funds supplement state local effort
  • Targeted Assistance Programs (TA)
  • Additional assistance provided to a select group
    of students
  • Coordinate with and support regular education
  • Funds supplement state local effort
  • Services supplement general classroom instruction

Targeted Assistance Program Where, What, Who
  • "Needs Assessment" - systematic processes
    districts schools conduct in order to establish
    priorities for action make appropriate
    decisions about the allocation of resources
  • Drill-down district, school, grade(s), students
  • Statutory Language NCLB Sec. 1115 (b)(1)(B) and
    From the population described in subparagraph
    (A), eligible children are children identified by
    the school as failing, or most at risk of
    failing, to meet the State's challenging student
    academic achievement standards on the basis of
    multiple, educationally related, objective
    criteria established by the local educational
    agency and supplemented by the school, except
    that 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
  • (A) IN GENERAL- Children who are economically
    disadvantaged, children with disabilities,
    migrant children or limited English proficient
    children, are eligible for services under this
    part on the same basis as other children selected
    to receive services under this part.
  • Greatest Need failing or most at risk

Selection Criteria Must Be
  • Multiple (not just one test)
  • Educationally-related (measurement of academic
  • Objective (based on unbiased evidence, not
  • Universally applied (all students eligible on
    same basis)

Students in pre-Kindergarten through Grade 2
developmentally appropriate criteria should be
used, which allows more subjective criteria
(e.g., teacher recommendations parent
  • 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

Equal opportunity - Basis for consideration
selection is the same for all students,
regardless of status Special Education ELL
students, for example, can receive supplementary
Title I services just like all other students.
Student Selection Procedure
  • Written statement of selection process
  • Timing of selection
  • Scoring process
  • Rank-order lists
  • Statement of equal opportunity
  • Selection Criteria Sheets
  • Use separate criteria sheets for each subject
    area grade level
  • Assign point values for each criterion
  • Use multiple, educationally-related, objective
  • No points for information unrelated to current
    academic performance (e.g., retention history,
    Title I history, SPED or ELL status, home
    language, sibling achievement, etc.)
  • Rank-Ordered Lists
  • One list per subject/grade
  • Ranked highest to lowest academic need based on
    composite score
  • Has an established cut-off point
  • Indicates who is participating who is not
  • May contain special notes
  • Must be updated as changes in service occur

  • ESE Monitoring Samples (Tabs 15A, 15B 15C)
  • http//

District Practice
  • Nancy Follansbee
  • Director of Curriculum
  • Easthampton Public Schools
  • Grades 2-4 Reading
  • Grades 1-4 Math
  • Grade 6 Reading
  • Grade 6 Math
  • Dr. Sylvia Pattavina
  • Director of Title I ESL/TBE
  • Quincy Public Schools
  • Grade 1 Title I Selection Checklist
  • Grade 5 Title I Selection Checklist