Office of Field ServicesRunning an Effective Title I

Program

Delta Schoolcraft ISDOctober 8, 2014

Agenda• Staying Focused

– Who needs assistance?– How are our supplementary funds used?– What are our goals and objectives?

• The Role of the Principal– Vision– Title I Staff Responsibilities vs Classroom

Teacher Responsibilities• Research and Resources

Elementary in Trouble2011-12

TTB 18th

Math Composite -1.255

Achievement -0.6554

Improvement -0.3654

Achievement Gap -0.774

Reading Composite -0.245

Achievement -0.1559

Improvement 0.97

Achievement Gap -1.3524

Elementary in Trouble• Instability (Teachers and Administration)• Lack of decision making• No congruent instruction between grade

levels or between teachers• Ineffective use of Title funds• Focus School Status 2011-12

Staying Focused

• What is the purpose of Title I funds?• A large misconception: Title I Schoolwide

vs Title I Targeted Assistance• What is your data telling you?

– What data is being used?– Are your assessments valid and consistent?– How is data informing instruction?

What the research says…• The 1/3 of incoming kindergarten students who do not know letter

names are most likely to become struggling readers• By layering 30 minute expert, intentional tutoring to at-risk

kindergarteners and very small group sessions to first graders, on top of a 90 minute, high quality reading block for all students, 98% of all 1st graders can read at grade level. These students are even more likely to remain at grade level through third grade (Allington, 2011).

• A student not proficient by the end of first grade has a 90 percent probability of remaining a poor reader by Grade 4 and a 75 percent probability of being a poor reader in high school (Mathes, n.d.)

Staying Focused

Are your Title I services like this… …or more like this?

Staying Focused

• Once students are identified, it is essential that research based strategies are developed for each student

• Progress monitoring• The importance of the Student Intervention

Team meeting

S.I.T. Meetings• Who should be involved?

– Classroom Teacher– Title I Staff– Principal– Counselor?– ISD Staff?

• Diagnose problem and identify strategies already attempted or in place

• Prescriptive• Frequency: Every 6-10 weeks• Updated with Progress Monitoring Data

The Role of the Principal

• Manager• Instructional Leader• Coach• Cheerleader

Creating a Common Vision

• Everyone must be on board• You can’t tell people what to believe. They

have to believe it for themselves.• Let the data do the talking!

http://www.sitimeline.com/uploads/8/4/4/3/8443439/implementation_guide_blank.doc

Title I Staff vs Classroom TeacherTier III (5%)

Tier II15%

Tier I80%

Interventions Provided by Title I Staff Additional 60 Minutes (1:3 Max Ratio)

Interventions Provided by Title I Staff and Classroom TeacherAdditional 30 Minutes (1:6 Max Ratio)

General Education Instruction-No Title I Staff Involved

THE REALITY!!!Tier III(9%)

Tier II29%

Tier I62%

Non Negotiables• Everyone must be on board• Classroom teachers must provide the first

round of interventions based on need• Intervention times are based on need, not on

convenience• ALL students MUST receive the same dose

of grade level instruction in math and reading. Intervention times cannot come out of those times.

Roadblocks

• Teachers• Specials or other

schedules• Initial large number

of students who need interventions

• Get out of the office!!!

Elementary in Trouble2011-12 2012-13 2013-14

TTB 18th 46th 80th

Math Composite -1.255 -0.5372 0.7473

Achievement -0.6554 -0.4519 -0.019

Improvement -0.3654 0.9008 1.9525

Achievement Gap -0.774 -1.4456* 0.0895

Reading Composite -0.245 0.348 0.7192

Achievement -0.1559 0.0187 0.2674

Improvement 0.97 1.5832 1.6446

Achievement Gap -1.3524 -0.6652 0.1448

MDE/OFS Website

www.michigan.gov/ofs

Questions and AnswersContact the Office of Field Services:

• Regions 1-5………………….517-373-4004• Special Populations…….…..517-373-6066

Homeless, Migrant, Section 31a, Title I, D and Title III

• Finance…….…………………517-373-2519

Resources• Allington, R. (n.d.). What Really Matters When Working With

Struggling Readers. The Reading Teacher, 520-530.• Allington, R. (2011, March 1). What At-Risk Readers

Need. Educational Leadership, 40-45.• Buffum, A., & Mattos, M. (2012). Simplifying response to

intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

• Mathes, P. (n.d.). The Case for Early Intervention in Reading. Information for Educators. Retrieved from https://www.mheonline.com/assets/pdf/EIRLearnMore/Research/reading_early_intervention_research_base.pdf

• Response to Intervention (RtI) Special Education Eligibility-SLD: A Multi-Tiered System of Student Support. (2012). Wexford-Missaukee ISD.