The Implementation of a Targeted Assistance Program

1. The Implementation of a Targeted Assistance Program Georgia Department of Education Title I Conference, 2013

2. Presenters Andrew McGee DeKalb County School System Tucker Middle School McGee.Andrew1@gmail.com 678-939-9279 Anthony Threat Georgia Department of Education Title I Education Program Specialist AThreat@doe.k12.ga.us (706)615-0367

3. Purpose of Targeted Assistance • Use Title I funds to assist identified students • Ensure Title I planning is incorporated into existing school planning • Use effective instructional strategies based on Scientifically Based Research • Coordinate and support the regular education program • Provide instruction by highly qualified teachers • Provide professional development • Provide strategies to increase parental involvement

4. Title I funds may be used to employ staff who serve only those students who have been identified with multiple measures as eligible for Title I.

5. Records must be maintained documenting that Title I funds are spent on activities and services for only eligible and participating students

6. H Q Staff Instructional Strategies TA 8 Components Eligibility Developing and Implementing Targeted Assistance Plan Selection Criteria

7. Parental Involvement Annual Assessment Coordination of Title I Resources Reviewing the progress Developing and Implementing Targeted Assistance Plan TA 8 Components

8. Planning Implementation Developing Budget Planning Process

9. Professional Development All staff in a targeted assistance school may participate in professional development activities paid for with Title I funds provided such participation will result in a school being better able to address the needs of its Title I students. The only limitation, on this Title I paid professional development, is that such activity may not include staff who do not serve Title I students at some point during the school day.

10. Eligibility • Students who are identified by the school as failing, or most at risk of failing, to meet the state’s performance standards • Students who are economically disadvantaged, students with disabilities, and limited English proficient (LEP) students are eligible for services on the same basis as all students, even though they may receive Special Education

11. Eligibility • 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. (A) In general, children who are economically disadvantaged, children with disabilities, migrant children or limited English children, are eligible for services…on the same basis as other children

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

13. Eligibility (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.

14. TA School The targeted assistance school makes the determination based on multiple, educationally related, objective criteria, and assessments. The school targets its services on specific, identified children using a rank order list of student needs and those served.

15. Title I Funds(Budget) • Used for identified/served TA students • Must be supplemental to what the student would have otherwise received in the regular classroom

16. Planning Selection Process Analyze Data Planning Process

17. Planning Process • Establish TA Planning Team • Parents of Title I students must be included in the developing of your TA plan • High Schools include students • Regular meeting dates with Agendas

18. Planning • Team meetings • Staff work sessions/meetings • Parent meetings • Parent sign-in log

19. Selection Process-Criteria • Multiple criteria • Educationally related • Teacher recommendations (Prek- 2) • Interviews with parents (Prek-2)

20. Student Selection Process: • Scoring process • Rank order lists • Waiting list if applicable

21. Planning Process Using Data • Analyze data - annually • Identify areas of strengths, growth and improvement • Quantitative: Student achievement (state, local, summative and formative), attendance, graduation rates, demographic trends • Qualitative: Surveys, interviews, observation

22. Data Analysis

23. Program Model

24. Written Selection Plan Selection Process Scientific Research Strategies Development

25. Needs Assessment Implementation Action Plan Evaluation Needs Assessment is an ongoing process Revisions

26. SMART GOALS • Based on the school’s comprehensive needs assessment • Aligned to the action plan section • The school will identify the specific needs (Reading and Math)

27. SMART GOALS • School identifies interventions using scientifically based research • Begins with a verb (implement, utilize, provides, etc.)

28. Strategies • Instructional Strategies and Models • In Class • Small Group Instruction • Guided Reading • Teacher Collaboration • Extended learning • Before school/after school/summer school • Pull-out • Reading Recovery • Other Individual Models

29. Scientific Research Based • Use effective methods and instructional strategies that are based on scientifically based research • Increase the amount and quality of learning time • Strengthen the core academics • Include strategies for meeting the needs of historically underserved populations

30. Monitoring Communication/Documentation • Email • Memos • Meeting Agendas • Sign-in Sheets • Checklist with comments and dates • Phone Log with dates

31. Monitoring Technical Assistance Schools: • Dates of meetings • Topic of assistance • Who provided assistance • Sign-in sheets • Checklist with comments

32. Documentation for parent meetings • Announcement of meetings: Flyers, Email and etc…. • Sign-in sheets with dates • Minutes of the meetings

33. Parent and Family Involvement • Describe the key strategies planned to increase parental involvement designed to improve student learning • Describe the process used to develop and implement the Parent Compact • Describe process used to meet with parents of students who have not met academic standards • Attach a copy of school/parent compact in relevant languages

34. Resources

35. Georgia School Standards Implementation Resource Guide http://public.doe.k12.ga.us/tss_school.aspx The Implementation Resource (IR) is a collection of best practices that aid in the effective implementation of the Georgia School Standards. This document was created to support schools in their continuous improvement efforts. The IR is a companion tool to the Georgia School Standards (GSS) and the Georgia Assessment of Performance on School Standards (GAPSS).

36. Scientifically Based Research • Georgia DOE Sources • Georgia School Standards (GSS) Implementation Resource • Menu of Interventions • Aligned with GAPSS Analysis • Constantly updated online • Graduation Counts (Grades 6-12) • Planning guide for middle and high schools • Ensures vertical articulation