Title I funds in a Targeted Assistance school must be used to improve the academic achievement of identified Title I students. Students selected for service must be identified based on multiple, objective, educationally related criteria. Criteria must also be developed to indicate when a student may exit the Title I program. Title I supplemental services may be delivered in a number of ways, i.e., in-class instruction; pull-out instruction; and/or extended day, week, or year instruction.
Title I teacher(s) and paraprofessionals must be highly qualified and are responsible for providing supplemental services to identified students. Title I staff must coordinate with other school personnel and involve parents in the planning, implementation, and evaluation of the Title I program. All schools ranking into Title I for the first time operate a TAS program.
A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards.
A schoolwide program has three core elements:
Unlike a Targeted Assistance program, a schoolwide program provides educational services to all students, improves all structures that support student learning and aligns all resources to achieve a common goal: improved student achievement for all students.
A school operating a schoolwide program must have a current written site plan. The schoolwide site plan must: Include a comprehensive needs assessment; Identify school reform strategies; Provide instruction by highly qualified teachers; Offer high-quality, ongoing professional development; Create strategies to attract highly qualified teachers; Create strategies to increase parental involvement; Develop plans to assist in transitions; Identify measures to include teachers in decisions; Conduct activities to ensure students receive effective, timely, additional assistance; and Coordinate and integrate Federal, State and local services and programs.
A school operating a schoolwide program must retain documentation related to the three core components. Documentation should be kept on site for at least five (5) years. Documents should be accessible to all stakeholders and may be requested by the Arkansas Department of Education (ADE) for monitoring purposes.
* Change as a result of Flexibility - The Arkansas Department of Education received a waiver of the requirements in ESEA section 1114(a)(1), which permits a waiver of the 40% poverty threshold and allows an LEA to operate a schoolwide program in any Title I school in the LEA that the SEA has identified as a priority or focus school and that is a school in which the LEA is implementing interventions aligned with the turnaround principles or an intervention that is based on the needs of the students in the school and designed to enhance the entire educational program in that school, as appropriate.
A priority school or a focus school in which an LEA implements a waiver to enable the school to operate a schoolwide program or a priority or focus school that is operating a schoolwide program must meet all of the programmatic requirements of ESEA section 1114.
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