TARGETED ASSISTANCE SCHOOLS

Schools selected to receive funds that are ineligible for a schoolwide program, or that choose not to operate such a schoolwide program may use Title I funds to provide services to eligible children identified as having the greatest need for special assistance.

Eligible Children

The eligible population for services under this section includes children not older than age 21 who are entitled to a free public education through grade 12; and children who are not yet at a grade level.
A uniform selection criterion must be implemented across grades.

1)      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 school district 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 measures.

a.       Children included are those children who are economically disadvantaged, children with disabilities, migrant children or limited English proficient children.

b.       Head Start, Even Start or Early Reading First Children who at any time in the 2 years preceding the year for which the determination is made, participated in one or all of these programs, or in preschool services supported by Title I.

c.       A child in a local institution for neglected or delinquent children and youth or attending a community day program.

d.       A child who is homeless and attending any school served by the district.

Components of a Targeted Assistance School Program

Provide for all students served by Title I to meet Minnesota’s challenging student academic achievement standards in the core academic subjects (reading, language arts, mathematics and science).

1)      Resources will be used to help children meet the State’s challenging academic achievement standards.
Evidence: Title I services demonstrate connection to Minnesota’s academic standards.

2)      Ensure that planning for students served by Title I is incorporated into existing SCIP.

3)      Use effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school and gives primary consideration to:

a.       Providing extended learning time, such as an extended school year, before- and after-school, and summer programs and opportunities;
Evidence: The school supports and after school , before school or summer school program to extend learning time for students who are at risk of not making adequate yearly progress.

b.       Provide an accelerated, high-quality curriculum, including applied learning;
Evidence: Provides an enriched and accelerated curriculum to all students.

c.       Minimize removing children from the regular classroom during regular school hours for instruction provided by Title I.
Evidence: Students are being served at times other than during core academic times. The school has considered before and after school and summertime to deliver supplemental help.

d.       Coordinate with and support the regular education program, which may include services to assist preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First or State-run preschool programs to elementary school programs.
Evidence: Implement kindergarten transition activities, team planning meetings with regular classroom teachers.

e.       Provide instruction by highly qualified teachers.
Evidence: Teachers are certified to teach the students they are working with and if not have notified parents that this is the case. By the end of the 2005-2006 school year, all teachers will be highly qualified.

f.        Provide opportunities for professional development with resources provided by Title I, and from other sources, for teachers, principals, and paraprofessionals. If appropriate, professional development activities may support pupil services, parents and other staff, who work with Title I students or in the regular education program.
Evidence: On going professional development focused on areas of need as identified by the SCIP process, which includes, Reader’s and Writer’s Workshop, Every Day Math, Connected Math, focused inquiry, other high school offerings, and other district supported strategies based on scientifically based research.

g.       Provide strategies to increase parental involvement, such as family literacy.
Evidence: A parent involvement plan is developed in consultation with parents, schools belong to the Parent Involvement Network, Parent/Teacher compacts are used for every student served by Title I and are visited and revised on a regular basis, parent events occur periodically throughout the year, students served in the program have a signed permission slip by a parent or guardian, and parents have been informed of the “right-to-know.”

4)      Each school shall assist Title I students by helping them meet Minnesota’s proficient and advanced levels of achievement by:

a.       Coordinating resources provided by Title I with other resources.
Evidence: Title I resources must supplement, not supplant regular education services that would otherwise be provided to the students.

b.       Review, on an ongoing basis, the progress of Title I students and revise their educational program, if necessary, to provide additional assistance to Title I students such as:

·         Extended school year, before- and after-school, and summer programs and opportunities;

·         Training for teachers on how to identify students who need additional assistance, and

·         Training for teachers regarding how to implement student academic achievement standards in the classroom.

Integration of Professional Development

To promote the integration of staff supported by Title I into the regular school program and overall school planning and improvement efforts, Title I staff may:

1)      Participate in general professional development and school planning activities.

2)      Assume limited duties that are assigned to similar personnel who are not paid by Title I funds (including duties beyond classroom instruction or that do not benefit Title I students with similar educational needs where appropriate).