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Office of Field Services Running an Effective Title I Program Delta Schoolcraft ISD

Office of Field Services Running an Effective Title I Program Delta Schoolcraft ISD October 8, 2014. Agenda. Staying Focused Who needs assistance? How are our supplementary funds used? What are our goals and objectives? The Role of the Principal Vision

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Office of Field Services Running an Effective Title I Program Delta Schoolcraft ISD

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  1. Office of Field Services Running an Effective Title I Program Delta Schoolcraft ISD October 8, 2014

  2. Agenda • Staying Focused • Who needs assistance? • How are our supplementary funds used? • What are our goals and objectives? • The Role of the Principal • Vision • Title I Staff Responsibilities vs Classroom Teacher Responsibilities • Research and Resources

  3. Elementary in Trouble

  4. Elementary in Trouble • Instability (Teachers and Administration) • Lack of decision making • No congruent instruction between grade levels or between teachers • Ineffective use of Title funds • Focus School Status 2011-12

  5. Staying Focused • What is the purpose of Title I funds? • A large misconception: Title I Schoolwide vs Title I Targeted Assistance • What is your data telling you? • What data is being used? • Are your assessments valid and consistent? • How is data informing instruction?

  6. What the research says… • The 1/3 of incoming kindergarten students who do not know letter names are most likely to become struggling readers • By layering 30 minute expert, intentional tutoring to at-risk kindergarteners and very small group sessions to first graders, on top of a 90 minute, high quality reading block for all students, 98% of all 1st graders can read at grade level. These students are even more likely to remain at grade level through third grade (Allington, 2011). • A student not proficient by the end of first grade has a 90 percent probability of remaining a poor reader by Grade 4 and a 75 percent probability of being a poor reader in high school (Mathes, n.d.)

  7. Staying Focused Are your Title I services like this… …or more like this?

  8. Staying Focused • Once students are identified, it is essential that research based strategies are developed for each student • Progress monitoring • The importance of the Student Intervention Team meeting

  9. S.I.T. Meetings • Who should be involved? • Classroom Teacher • Title I Staff • Principal • Counselor? • ISD Staff? • Diagnose problem and identify strategies already attempted or in place • Prescriptive • Frequency: Every 6-10 weeks • Updated with Progress Monitoring Data

  10. The Role of the Principal • Manager • Instructional Leader • Coach • Cheerleader

  11. Creating a Common Vision • Everyone must be on board • You can’t tell people what to believe. They have to believe it for themselves. • Let the data do the talking!

  12. Title I Staff vs Classroom Teacher Interventions Provided by Title I Staff Additional 60 Minutes (1:3 Max Ratio) Interventions Provided by Title I Staff and Classroom Teacher Additional 30 Minutes (1:6 Max Ratio) General Education Instruction-No Title I Staff Involved

  13. THE REALITY!!!

  14. Non Negotiables • Everyone must be on board • Classroom teachers must provide the first round of interventions based on need • Intervention times are based on need, not on convenience • ALL students MUST receive the same dose of grade level instruction in math and reading. Intervention times cannot come out of those times.

  15. Roadblocks • Teachers • Specials or other schedules • Initial large number of students who need interventions • Get out of the office!!!

  16. Elementary in Trouble

  17. MDE/OFS Website www.michigan.gov/ofs

  18. Questions and Answers • Contact the Office of Field Services: • Regions 1-5………………….517-373-4004 • Special Populations…….…..517-373-6066 • Homeless, Migrant, Section 31a, Title I, D and Title III • Finance…….…………………517-373-2519

  19. Resources • Allington, R. (n.d.). What Really Matters When Working With Struggling Readers. The Reading Teacher, 520-530. • Allington, R. (2011, March 1). What At-Risk Readers Need. Educational Leadership, 40-45. • Buffum, A., & Mattos, M. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press. • Mathes, P. (n.d.). The Case for Early Intervention in Reading. Information for Educators. Retrieved from https://www.mheonline.com/assets/pdf/EIRLearnMore/Research/reading_early_intervention_research_base.pdf • Response to Intervention (RtI) Special Education Eligibility-SLD: A Multi-Tiered System of Student Support. (2012). Wexford-Missaukee ISD.

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