Title I - School District Title I Plan
KEARSAGE REGIONAL SCHOOL DISTRICT TITLE I PLAN
Using assessments in consort with the state assessment, describe how you will determine student and program success. You must include the following: How you will identify students who may be at-risk for reading failure or who are having difficulty reading? How you will determine individual student success? How you will assist in the diagnosis of students to impact teaching and learning in the classroom? How you will measure/review and analyze your program’s effectiveness?
A multi-criteria needs assessment is used to rate students to determine eligibility for receiving services funded by the Title I program. The criteria to rate students are included on the attached rank order sample lists for all schools in both reading and math. Once initial order is concluded, a secondary assessment will be completed for students that fall on the bubble by Title I and school staff reviewing each student individually to determine the neediest and those to be offered service. All students will be progress monitored at regular intervals to determine on-going need for appropriate academic response and will be exited from program when they have made adequate progress aligned with current grade level expectations.
Describe if you will use of other indicators to determine student or program success (i.e.: dropout rates, attendance, truancy, enrollment in post-secondary, involvement in after school activities, attitude changes, etc.).
Title I services must be shown to "add value" to the instructional program provided to all students by general funds. In this provision the district, if it so chooses can mandate the minimum amount of time each student would receive Title I support and maximum staff-student ratios. In doing so, each of its Title I schools must abide by those parameters. Describe how your Title I program provides services “above and beyond” the general curriculum.
Title I services will be provided in reading and mathematics to students identified as needing additional support to supplement the regular program provided for all students. Planning for instruction will be carried out by Title I personnel in collaboration with classroom teachers to insure that the remedial services will support and augment the regular program. Students will be provided one to one or small group support during individual or group work time in the classroom. The individual differentiated instruction will support and not replace the instruction received by other students.
Describe how your Title I program will coordinate with other programs (SPED, Even Start, Head Start, Reading First, Adult Education, Service Learning, etc.) and work with special populations ( SPED, LEP, migrant, homeless, neglected or delinquent children, etc.) to reduce duplication and fragmentation and increase collaboration between the programs.Is there coordination with services to prepare students for transition from school to school?
The Title staff meet at regularly scheduled times with district regular and special education staff as well as their own monthly PLC , attend student assistance team meetings when appropriate. The Student Services Coordinator also oversees Special Education and is the District Homeless Liaison who is responsible for the effective collaboration of all programs. Students have a step up day at the end of each school year for grade and school. Title I teachers from both schools discuss transitioning students at end and beginning of school years and throughout as needed in their weekly PLC's.
How do you identify the pool of educationally deprived students (those students failing, or at-risk of failing to meet the state standards); and select the most academically needy of that population in all of your targeted assistance schools. All criteria used must be educational in nature.
A multi-criteria needs assessment is used to rate students to determine eligibility for receiving services funded by the Title I programs. The criteria to rate students are included on the attached rank order sample lists in both reading and math. Once initial order is concluded, a secondary assessment will be completed for students that fall on the bubble by Title I and school staff reviewing each student individually to determine the neediest and those to be offered service. Homeless and Migrant students will automatically qualify regardless of the date they enter school, and, in accordance with Every Child Succeeds Act of 2015 Foster Youth and Juvenile Justice Provisions, any students in this target group will also be monitored to determine need for academic response.
If the district is using any Title I dollars to support or run a preschool program, describe in detail the goals, size, and activities of the program.
N/A
Targeted Assistance Schools: All teachers and instructional paraprofessionals paid out of Title I funds must meet the highly qualified requirements. Do all applicable staff meet this requirement?
Yes
Describe how the LEA will coordinate with Title II-A to provide high quality professional development; support the activities outlined in the parent involvement section; and support Title I staff and teachers of Title I students to be better able to meet their students’ educational needs.
We do not typically fund professional development through Title I as interventionists PD needs are met through funds allocated in TIIA and by the District. Should we fund a workshop or conference, it would be to specifically support the Title I student. The intervention programs that we currently use have embedded professional development and point-of-use support into every lesson with clear steps for easily and effectively managed teaching. Money is set aside for Parental Involvement contracted services should parents vote to have an outside presenter during the year. Two Title I family nights are offered annually that support parental professional development in reading and math and are provided to parents by our Title I staff.
Describe how your Title I plan is coordinated with the McKinney-Vento Homeless Assistance Act. How the district identifies and how (and where) it serves homeless children. How does the district expect to use its homeless set-aside dollars? Note: All Districts are required to have a local policy on homeless education and a local dispute process for homeless students (policy may include the dispute process).
Homeless students and youth are identified at the school level, by guidance counselors, administrators, and staff and reported to the Liaison. Coordination is made with local social service agencies to provide support. In the event that a student(s) is identified, the District will pay for any necessary transportation and will register the student for free breakfast and lunch. Space will immediately be made available in the TI program, regardless of grade level. Miscellaneous supplies and materials such as jackets, socks, shoes, notebooks, backpacks, etc. as needed for students in order to provide comparable education in grades K-12 may be purchase . Funds are also set aside for necessary services such as tutoring or counseling. The current District policy on Homeless is attached. Mr. Larry Elliot, Student Services Director is the district homeless and foster liaison.
Describe how services are coordinated with Every Child Succeeds Act of 2015 Foster Youth and Juvenile Justice Provisions. How will the district help students in foster care remain in their school or origin unless it is in their best interest to change schools. How will the district ensure that when a change in school placement is necessary, students in foster care are immediately enrolled, even if they lack records typically required for enrollment; requiring the enrolling school to contact the prior school to obtain the student’s records.
The Kearsage Regional School District will follow all ESSA guidance as it relates to foster care. Children in foster care will remain in the school of origin unless there is a determination that it is not in his or her best interest to do so. If it is in the best interest of the child to leave the school of origin, the child will be immediately enrolled in the KRSD school even if they don’t have the required documentation. The enrolling school will immediately contact the school last attended to obtain the child’s records. The District homeless liaison will collaborate with child welfare agencies so that transportation is provided, arranged, and funded for the duration of a child’s time in foster care. The district technology department will add foster care students as an identified group in Power School to enable dis-aggregated data reports. Mr. Larry Elliot, Student Services Director is the district homeless and foster liaison.
How will the LEA will ensure that migratory children are selected to receive services on the same basis as other children who are selected to receive services.
Migrant Students will be identified, enrolled, and considered for services in the same manner as those students identified as Homeless.
Describe how parents and community are involved in the planning, review, and improvement of the Title I program Describe how parent and community members are involved in assessing the effectiveness of your parent involvement policy, parent activities and the Title I program as a whole.
Assure that each school has a school-parent compact and that the district and each school have a Title I Parent Involvement Policy. How and when are parents provided information about the program, including participation in professional development activities and training to help them teach their children? What are your plans to comply with the “Parents Right-To-Know” requirements in the law? What is the plan and who will be responsible to ensure that each Title I School holds an annual meeting? How does your district plan to educate teachers and other staff on the importance of parental involvement? How do you plan to ensure that your district disseminates information to parents in an understandable format?
The District holds four TI meetings per year, in early fall (our “Annual Meeting”) focusing on ELA or math training, and at three other times during the year focusing on ELA or math training, although families of all TI students, regardless of their area of support are invited to both. The TI program, compact, and Parent Involvement Policy and Guidelines are discussed in the fall as well as parent input on their vision of the current year’s program and any professional development they may want included. Parents complete a program evaluation at a meeting in the spring. A “Parent’s Right to Know” letter is included in all student planners. TI interventionists along with their principals and Assistant Superintendent are responsible for parent involvement meetings. Building principals are responsible for coordination of parent involvement, as well as staff training, and work with appropriate staff (such as ELL and guidance) to ensure that information is disseminated in an understandable format. There are no private schools in our jurisdiction.
Describe how the LEA will use its Title I funds to support after school (including before and summer school) and school-year extension programs.
Kearsage Regional School District currently runs a two week summer program instructional program (for eligible students(based on rank order and according to appropriate distribution of funds) to help bridge the gap in foundational skills necessary to be successful . Targeting math and literacy through an integrated approach, summer school will provide in class instruction as well as possible hands on, field based learning opportunities for students to apply skills in real world contexts. Although no cost to families, parental expectations will include regular student attendance and 1 parent session. Transportation is provided at the District’s expense.