Program Models Title I-A Targeted Assistance Program Schoolwide Program Once districts determine which schools to fund, the programs in these schools take two forms. We are here to discuss the differences between Targeted Assistance Program and the Schoolwide Program

Targeted Assistance Program Identify specific group of eligible students Clear records – students and finances Reading and/or Mathematics Defined number of eligible students to be served General components

Schoolwide Program At least 40% poverty One full year of planning prior to implementation All children eligible for services Combine services and funding to UPGRADE ENTIRE EDUCATIONAL PROGRAM General componets

Targeted Assistance Program Targeting criteria for entrance and exit List of students served Supplemental services Funds only for targeted services

TAS – Program Design District collaboration to plan Pull out discouraged Extended day/year Summer school Demonstrate supplemental Document effectiveness Minimizing the removal from the classroom during regular school hours

TAS – Exit Criteria Required plan for exit No longer considered eligible for program No longer at risk of failing Waiting list In addition to the entrance criteria, schools must also set the exit criteria. Waiting list = no, as long as support is needed Waiting list = yes then serve those most at need. If someone is of higher need, they bump the one of lesser need from service.

TAS – Parent Involvement Notify and explain services Right to refuse – opt out Participate in annual meeting Evaluate program Assist in designing program Right to refuse, but don’t need permission

TAS – Documentation - District Funds Selection criteria Parent Meetings Parent compact Service delivery description Time and effort Program evaluation and review

TAS – Documentation - School Selection criteria Selection worksheet Service delivery model Parent meetings and conferences Evaluation Student related data Student related data – name, ethnicity, disability, assessment information, date of entrance, services provided, progress, parent contact, date and reason for exit.

Schoolwide Plan Basics Belief: Students in high-poverty areas benefit most when schools improve the entire instructional program. Cannot be more of the same Vehicle for schoolwide reform

SWP – Requirements 1 Year Planning Once school decides Notify ODE Begin process – Schoolwide Planning Handbook Approval from district and ODE Annual evaluation and update

SWP – Program Design All students eligible Upgrade entire education program Goals of plan guide spending Data driven goals Commingled funds

SWP – Key Features Shared vision Academic focus Planning and design Family and community involvement Structure Professional development Inclusiveness Evaluation of progress Shared vision – all staff involved in developing/adopting plan Planning/Design – Planning and designing collaboratively. Family and community – theme of including everyone in the redesign of the program Structure – common – collaboration and accountability increase – flexibility to change structure. Professional development plan closely aligned with goals and design of plan Inclusiveness – cultural inclusiveness as a means of enhancing learning and participateion for all students Evaluation –ensure student progress monitored and assistance provided Evaluation of the program

SWP – Planning Plan has 10 required components Plan has been updated annually Process in place to insure annual evaluation

TAS - Common Elements - SWP Parent-teacher-student compact Meeting needs of low achieving students Letter to parents – HQT and Paras Parent Involvement Plan Annual evaluation

TAS – SWP Questions?

Contact Information Donna Brant (503) 947-5704 donna.brant@state.or.us