Executive Summary Title I Delivery Model 2009-10

1. Executive SummaryTitle I Delivery Model 2009-10 • Title I Personnel Changes for 2009-10 • English Language Arts Instructional Coaches • Intervention Teachers • Transition Plan Elements • Early posting of positions in January 2009 • Interview process to provide equal access to positions • Memorandum of Understanding (MOU) with the Lodi Education Association

2. Title I Delivery Model 2009-2010 Presentation to the Lodi Unified School District Board of Education December 9, 2008

3. Title I District Allocations: Requirements District Title I allocations that must be set aside: • Supplemental Education Services and School Choice(20%) • Program Improvement Professional Development (10%) • Highly Qualified Teacher Professional Development (5%) • Parent Involvement (1%) • Homeless • Neglected/Delinquent • Preschool

4. Title I Site Allocations • Title I Guidance: • Use of scientifically based researched strategies to: • Strengthen the core academic program • Increase the amount and quality of learning time (before & after school programs; an enriched, accelerated program) • Strategies to meet the needs of historically underserved students • Counseling; mentoring • Develop highly qualified teachers • Parent Involvement • Effective, timely assistance to students who have difficulty mastering proficient and advanced academic levels

5. Title I Delivery Model 2009- 2010: Personnel • Site English Language Arts Instructional Coaches • Site Intervention Teachers • 1-2 Coach Trainers • Title I Professional Development/Program Improvement Coordinator • Supplemental Education Services/Homeless/Parent Involvement Facilitator • Instructional Technology Coach • Title I Technology Technician • English Language Arts/Mathematics/Technology Coordinator Support

6. Title I Delivery Model 2009-10: Program • Support for English Language Arts Program • Instructional Coaching • Professional Development • Assessment/Intervention Support • Benchmark support • Diagnostic assessment • Intervention: targeted and accelerated

7. Title I Personnel Changes 2009-10 • Instructional Coaching • Support teachers in delivery of the English Language Arts Core Program • Compilation of data for teachers • Facilitation of grade level meetings • Instructional Coaches at all Title I sites: Beckman; Clairmont; Creekside; Heritage; Lawrence; Needham; Oakwood; Parklane; Wagner-Holt; Washington; Westwood, Live Oak, Sutherland

8. Title I English Language Arts Instructional Coach Expectations • Completion of SB 472 English Language Arts (ELA) Training • Willingness to attend the Intensive Intervention training (Language!) if needed • Attended or willingness to attend the on-going coaches training • Willingness to attend district coach meetings • Ability to provide support and assistance in the full and skillful implementation of the district’s adopted language arts program • Interest in and ability to provide demonstration lessons for classroom teachers • Familiarity with district assessments and skill in the utilization of the district’s data system • Knowledge of the Cycle of Inquiry process and application of information gained from focal students • Ability to serve as a resource in identifying students requiring interventions

9. Title I English Language Arts Instructional Coach Expectations (cont.) • Ability to support teachers in the effective delivery of district adopted interventions and coaching in the appropriate instructional strategies to support student learning. • Ability to assist teachers in the preparation and pacing of lessons. • Willingness to provide on site professional development regarding the program components and the instructional design of how the program meets the standards. • Willingness to assist grade level teams in the analysis and utilization of assessment data to improve student achievement and set goals for improved instruction. • Willingness to act as resource to the site administrators in any areas under the coaches’ scope of work. • Willingness to meet with the Administrator regularly to discuss student data to assess meeting school and grade level goals. • Ability to provide assistance in differentiating instruction for English learners, students with special needs, and high achieving students.

10. Title I Personnel Changes 2009-2010 • Intervention Teachers • Intervention aligned with English Language Arts Core Program • Support Diagnostic Teaching (Benchmark, Strategic, Intensive students) & Differentiation • Support students with special instructional needs • Intervention based on benchmark and diagnostic assessments

11. Title I Personnel Changes • Intervention Teachers cont. • Intervention Teachers at all Title I sites: Beckman; Clairmont; Creekside; Heritage; Lawrence; Needham; Oakwood; Parklane; Wagner-Holt; Washington; Westwood; Parklane; Creekside

12. Title I Intervention Teacher Expectations • Completion of SB 472 English Language Arts (ELA) Training • Willingness to attend the Intensive Intervention training (Language!) and teach, if required • Willingness to attend district intervention teacher meetings and on-going training • Knowledgeable about the appropriate use of Universal Access time, Sound/Spelling Cards, and Focus Walls • Knowledge of and willingness to administer diagnostic tools and to assist with progress monitoring • Willingness to assist teachers in implementing district intervention strategies

13. Title I Intervention Teacher Expectations (cont.) • Knowledge of the Cycle of Inquiry process and application of information gained from focal students • Willingness to assist grade level teams in the analysis and utilization of assessment data to improve student achievement and set goals for improved instruction • Ability to provide assistance in differentiating instruction for English learners, students with special needs, and high achieving students. • Willingness to work side by side with the classroom teacher during Universal Access time • Familiarity with district assessments and skill in the utilization of the district’s data system

14. Timeline of Transition Support • January 2008 • Established English/Language Arts Advisory Committee (Meetings held Spring 2008) • March 2008: • Assistant Superintendent met with Reading Recovery /Literacy Teachers to answer questions, encourage them to see Houghton-Mifflin/Coaching training, etc.

15. Timeline to Transition Support (cont.) • March/April 2008 • Meetings held at each site with Reading Recovery/Literacy Teachers and Site Administrators with Director of Educational Support Services, Assistant Superintendent and Director of Elementary Education

16. Timeline to Transition Support (cont.) • 2007-2008 and 2008-2009 • Additional Training offered: • SB 472 • Houghton-Mifflin Teacher Modules • English Learner Professional Development • Coaching Training • Collaborative Title I Support Meetings • Fall 2008 • Collaborative Design of Transition Plan

17. Transition Plan • Site Administrators and Director of Educational Support Services will determine number of available Title I support positions based on the Title I budget • Positions for Intervention Teachers and Instructional Coaches will be posted in early posting in January 2009 • Criteria for positions communicated

18. Transition Plan (cont.) • Interviews will be conducted by site team with district office support • Site-based intervention teachers and instructional coaches will be supervised by site principals with input from district program coordinators • Mutual agreement/Memorandum of Understanding (MOU) with Lodi Education Association