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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:
| • High quality instruction |
| • 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 |
| • Consolidated use of funds |
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| What are the advantages of becoming a Schoolwide program? |
| • When an entire school is the target of change, schools serving the most disadvantaged youth can achieve success. |
| • 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. |
| • 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? |
| • The school's poverty level must be at least 40%. |
| • 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. |
| • 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:
| • Challenging goals |
| • Identified areas of instructional strengths and weaknesses |
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| • Use of data driven decision-making |
| • A strong understanding of instructional approaches |
- 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:
| • Strengthen the core academic program through use of effective methods and strategies that reflect scientifically based research. |
| • 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. |
- 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? |
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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 |
| 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: http://dpi.wi.gov/titleone/t1guide/t1guide_17b.pdf |
| Charter Schools |
| 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:
| • Instrumentality charters are operated within public schools, and the district employs all charter school personnel. |
| • 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 at: http://dpi.wi.gov/esea/bulletins.html :
Title I - Improving the Academic Achievement of the Disadvantaged |
| • Parent Involvement Policy for Schools and Districts |
| • District Parent Involvement Policy |
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| • School Obligations |
| • School-Parent Compact |
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| • School and District Responsibilities for Building Capacity for Parent Involvement |
| • 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 at: http://dpi.wi.gov/esea/bulletins.html |
| Response to Intervention (RtI) |
| How may Title I funds be used to support RtI in a targeted assistance school? |
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Title I funds in a targeted assistance school must be used to provide supplemental education services to a select group of students determined eligible through multiple measures of achievement. These parameters on Title I funding still exist in targeted assistance schools even if the school is implementing RtI. Title I funds must still be used to provide additional educational support to a select group of eligible students and may not be used to provide the basic, core instruction available to all students. |
| In a targeted assistance school, can the Title I teacher participate in RtI? |
| Absolutely. 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. |
| How may Title I funds be used to support RtI in a schoolwide school? |
| Schoolwide programs, allowable in buildings with at least 40% poverty, are designed to serve the educational needs of all students within the school. Therefore, Title I funds, pooled with other resources may be used to fund any aspect of RtI in a schoolwide school. |
| Is RTI subject to the comparability and supplement, not supplant provisions of the Title I law? |
| Yes. |
| Can Title I funds be used to purchase instructional materials for RtI? |
| 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. In a schoolwide school, funds may be pooled and instructional materials may be purchased for all students in the school. Title I funds may never be used to purchase instructional materials in non-Title I schools. |
| How does the three tiered system, common in many RtI models, 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 supplemental to the core instructional program. This must be foremost in consideration when determining which “tier” Title I services should best be placed. While some districts choose to use a tiered model it is not required by the DPI. |
| Supplement Not Supplant |
| How can my district avoid supplanting when allocation Title I funds? |
To determine if your district is in danger of supplanting when allocation Title I funds, ask the following questions:
| • 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? |
| • Does the district use Title I funds to provide services that it provided in the prior year with nonfederal funds? |
| • 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.
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| 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:
| • The school is implementing programs that provide supplemental services only to eligible children identified as having the greatest need for special assistance; |
| • 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; |
| • The school provides strategies to increase parental involvement such as family literacy services; |
| • The pupil services personnel paid with Title I funds work only with students receiving Title I services and; |
| • 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.
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| 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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