|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:
|What are the advantages of becoming a Schoolwide program?|
|What are the eligibility requirements for Title I Schoolwide programs?|
|What must be done to develop an acceptable plan?|
|Where might one look for additional information on Schoolwide programming?|
|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: Targeted Assistance Guidelines|
|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:
|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 ESEA parent-involvement requirements for schools and districts are addressed in DPI bulletin nos. 03.03 and 03.04
|How do private school students and schools participate in the ESEA consolidated plan?|
|The Elementary and Secondary Education Act (ESEA), 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|
|Response to Intervention (RtI)|
|Please note: With Title I programs and funding, there are basic tenets upon which the allowability of activities and purchases are determined. However, these basic tenets rely upon the specific Title I program model in a specific school, in the program models of other Title I schools in the district and the funding of activities in schools (Title and non-Title) across the district as a whole. In sum, it is hard to determine if something is an allowable Title I program or expense without knowing the larger context in which the program is taking place. Having said this, the following FAQ attempts to address some of the more general questions regarding the coordination and integration of a school’s RtI and Title I programs.
Targeted Assistance Title I Programs:
|In a targeted assistance school, can the Title I teacher participate in RtI?|
|Yes. 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.|
|What role can Title I instructional paraprofessionals play in the implementation of RtI in a targeted assistance school?|
|Paraprofessionals work under the direct supervision of a highly qualified teacher whose responsibilities include, but are not limited to, supporting the lesson plan of a properly licensed teacher, providing technical assistance to the teacher, and helping with classroom management. Paraprofessionals hired with Title I funds are specifically assigned to support students receiving Title I services under the direct supervision of a highly qualified teacher. This could include supporting a Title I student's participation in the school's RtI system. Title I paraprofessionals should not provide interventions to general education students. For more information on Title I paraprofessionals, see Bulletin 03.02 ESEA Update: Paraprofessionals-Frequently Asked Questions.|
|Can Title I funds be used to purchase instructional materials to support the RtI system in a targeted assistance school?|
|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. Title I funds may never be used to purchase instructional materials in non-Title I schools.|
|How do multi-level systems of support 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 above and beyond what non-title students are receiving and supplemental to the core instructional program. This must be foremost in consideration when determining which level Title I services would best be placed.|
|In a targeted assistance program, what role can Title I teachers play in the new Specific Learning Disabilities (SLD) rule?|
|In a targeted assistance program, Title I teachers should continue to serve Title I identified students and provide the necessary supplemental interventions to these students. These documented interventions with the Title I teacher may meet the standards of an intensive intervention required as part of a SLD eligibility decision. For more information on the SLD criteria and its definition of "intensive interventions," see Programs for Students with Specific Learning Disabilities.|
|Schoolwide Title I Programs:
How may Title I funds be used to support RtI in a schoolwide school?
|Schoolwide programs, allowable in buildings with at least 40% poverty upon submitting their schoolwide application, are designed to serve the educational needs of all students within the school. In order for any activity to be allowable in a schoolwide, the activity must be reflected both in the school's comprehensive needs assessment and schoolwide plan. As is the case with all actions and strategies on schoolwide plans, if it is being funded with Title I funds, its effectiveness on increasing student achievement will need to be evaluated annually. For more about schoolwide programming, see Title I Schoolwide Programs.
Title I funds combined with other resources may be used to fund any aspect of RtI in a schoolwide school. In a schoolwide program, the district must take appropriate measures to ensure that they are not supplanting state and local funds with federal Title I funding.
In addition, districts may set aside a portion of their IDEA Part B funds to be used within Title I schoolwide schools to support any part of their schoowide plan. For more information on this option, see IDEA - Title I Schoolwide Set-Aside.
The U.S. Department of Education has an informative power point on this topic titled, Implementing RTI Using Title I, Title III, and CEIS Funds.
|Highly Qualified Teachers and Paraprofessionals|
|Must teachers be highly qualified to teach in a Title I targeted assistance school?|
|Yes. Title I teachers must be highly qualified at the time of hire.|
|Must teachers be highly qualified to teach in a Title I Schoolwide school?|
|Yes. All teachers in a Title I Schoolwide school must be highly qualified. Teachers funded by Title I funds must be highly qualified at the time of hire.|
|If an individual holds an emergency license or emergency permit, are they highly qualified?|
|Not necessarily. An emergency license/permit may allow the teacher to hold the position, but whether the teacher is highly qualified depends on the individual's education, preparation, and assignment. For the individual to be funded from Title I or IIA dollars, the teacher must be highly qualified. A teacher who holds an emergency license or permit in core subject(s) is considered highly qualified only if all three of the following criteria are met:
|What happens if an elementary teacher serving as a Title I reading teacher does not complete the reading licensure program after three years?|
|The individual can no longer be counted as a highly qualified reading teacher and cannot be funded from Title I.|
|When must an elementary-licensed teacher hold a reading teacher license (316)?|
|A reading teacher license (316) is required for the following assignments:
|When must a secondary-licensed teacher hold a reading teacher license (316)?|
|A reading teacher license (316) is always required for a secondary teacher to teach reading.|
|What license must a teacher hold in order to teach a program such as READ 180?|
|A reading teacher license is required for all teachers teaching READ 180.|
|How does a Title I math teacher meet the highly qualified status?|
|A teacher who holds an elementary license in regular education can teach the core academic areas of Language Arts, Math, Science, and Social Studies within the grades of the elementary license and is considered highly qualified. Therefore, if the teacher holds a Middle Childhood-Early Adolescence regular education license, the teacher can teach Title I math or serve as a Title I math coach to grades 1-8, There is no separate elementary math license for these assignments. If the individual is teaching high school math, the individual must hold a math license (400) in order to be considered highly qualified.|
|Must a substitute teacher be highly qualified to hold a Title I position?|
|A substitute teacher must be highly qualified for the Title I assignment if they teach or work with students for 20 or more consecutive days. It is strongly recommended that shorter term substitute teachers and paraprofessionals meet the highly qualified requirement. Please note that a substitute teacher who is not highly qualified cannot be funded by Title I. For more information on appropriate licensure for assignments, visit What Can I Teach with my License?|
|Title I Paraprofessional Requirements:|
|Must all paraprofessionals who work with students in a Title I program be highly qualified?|
|All paraprofessionals hired after January 8, 2002, who work in a Title I targeted assistance program must be highly qualified at the time of hire. Paraprofessionals hired on or before January 8, 2002, had until January 8, 2006, to meet the highly qualified requirements. For more information on highly qualified requirements for paraprofessionals, see ESEA Update Bulletin No. 02.03 Requirements for Paraprofessionals.|
|Which paraprofessionals must be highly qualified in a Title I schoolwide school?|
|All paraprofessionals in a schoolwide school must be highly qualified. This includes special education paraprofessionals.|
|How does a paraprofessional demonstrate highly qualified status?|
|In order to be highly qualified, a paraprofessional must hold a high school diploma and have completed two years of post-secondary education (48 credits) or an associate's degree or have met a rigorous standard of quality and demonstrated knowledge of, and ability to assist in instruction in reading, writing or mathematics, or reading, writing or math readiness. Please see our web site for more information on the paraprofessional assessment: Wisconsin Recommended Assessment Guidelines for Local School District Use for Title I Paraprofessionals.|
|Must a substitute paraprofessional be highly qualified to hold a Title I position?|
|A substitute paraprofessional must be highly qualified for the Title I assignment if they work with students for 20 or more consecutive days. It is of strongly recommended that shorter term substitute paraprofessionals meet the highly qualified requirement. Please note that a substitute paraprofessional who is not highly qualified cannot be funded by Title I.|
|Supplement Not Supplant|
|How can my district avoid supplanting when allocating Title I funds?|
|To determine if your district is in danger of supplanting when allocating Title I funds, ask the following questions:
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.
|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:
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.
|Disposal of Equipment|
|If a Title I school closes or no longer qualifies for Title I services, what happens to the materials/equipment purchased with Title I funds?|
The LEA should first check with their business manager regarding their district's internal policy regarding disposal of property purchased with federal funds. However, the district's policy should at a minimum follow EDGAR 80.32 (e) and 80.33 (b). Both of these EDGAR laws explain that these disposition rules come into play when the property acquired under a grant is no longer needed for the original project/program or for other activities currently or previously supported by a federal agency. If the LEA still has questions, please contact Al Virnig at email@example.com or (608) 266-2428.
For more information on RtI and Title I, see policy guidance provided by the United States Education Department.