In Focus Snapshot: Title I, Part A
Targeted Assistance Model
Targeted Assistance Program: A targeted assistance program provides supplemental services to identified children who are low-achieving or at risk of low- achievement.
Prerequisite for Eligibility: Title I, Part A, provides formula grants to school districts, which then allocate most of these funds to individual Title I, Part A schools based on their number of low-income poor children. The eligible population for Title I, Part A includes: (1) children not older that 21 who are entitled to free public education through grade 12, and (2) children who are not yet at the appropriate grade level for free public education.
Eligibility: The school selects “eligible children” from this larger pool of students by identifying those who are “failing, or most at risk of failing, to meet the state’s challenging student academic achievement standards. The school makes the determination based on multiple, educational related, objective criteria established by the district and supplemented by the school. Selection is based entirely on low-achievement, not low income.
Program Focus: Supplemental assistance in Reading, Language Arts, and Mathematics
1. Supplemental services to identified children
2. Based on comprehensive needs assessment
(School Improvement Plan)
3. Research based practices
4. School and community engagement
Program Plan: The targeted assistance model must reflect on the needs of the identified students. The plan design must be based on the comprehensive needs assessment, identified from the School Improvement Plan. The targeted assistance program does not require a written plan, as does the schoolwide model. The program model must be based on the evidence of the eight components of targeted assistance program.
Responsibilities: The Title I, Part A Administrator and the Title I, Part A teacher/s who are paid with Title I, Part A funds are responsible for making sure regulations are met.
Service Delivery Model: Supplemental assistance to core instruction for identified students:
- In-class supplemental model (push-in)
- Pull-out class model
- Before school
- After school
- Saturday school
- Extended school year
- Summer school
Five Step Process: Implementation of Targeted Assistance Model:
1. Conduct annual needs assessment-analyze data
2. Clarify the vision of reform-review School Improvement Plan
3. Determine eligibility-rank order list
4. Determine and implement supplemental services for identified students
5. Evaluate program
Create a Comprehensive Plan: The 8 Components of a Targeted Assistance Plan
Component 1: Comprehensive needs assessment.
Component 2: Ensure planning for low achieving students incorporated into current
School Improvement Plan.
Component 3: Methods and strategies are based on scientifically-based research.
Component 4: Coordination and support to the general education program.
Component 5: Provide instruction by highly-qualified teachers and paraprofessionals.
Component 6: Provide opportunities for professional development.
Component 7: Strategies to increase parent involvement.
Component 8: Coordination of federal, state, and local services.
Professional Development: All staff in a targeted assistance school may participate in professional development activities paid for with Title I, Part A 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, Part A 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.
Collective Vision Questions:
• What is our purpose here?
• What are our expectations for students?
• What are the responsibilities of the adults who work here?
• How important are collaborations and partnerships?
• How are we committed to continuous improvement?
In Focus Snapshot: Review Data-Progress Monitor-Evaluate!