FY16 Title I Application Workbook: Narrative Rubric and Guidance
June 2015
Rubric for Assessing Title I Narrative Responses
Application Section
1A-D
1E
2A
2B
Determining
Activities
Monitoring Impact
Ensuring Fiscal
Appropriateness
Support for
Students who are
Homeless
Not Approvable
Approvable
Potential Exemplar
Proposal does not
clearly identify
continued, new, or
discontinued activities,
and/or fails to provide a
sufficient rationale for
why activities are to be
continued, added, or
discontinued.
Proposal clearly
identifies continued,
new, or discontinued
activities and provides a
sufficient rationale for
continuing, adding, or
discontinuing activities.
Proposal shows
insufficient evidence of
reflection on data to
make decisions and
monitor progress
regarding serving the
lowest-achieving
students and lowestperforming schools.
Proposal shows evidence
of a system or process
for using appropriate
data to guide and
monitor decisions about
how to serve the lowestachieving students and
lowest-performing
schools.
Proposal includes one or
more expenditures that
may fail to meet federal
Title I, Part A
supplement not
supplant and/or other
fiscal requirements.
Proposal includes
expenditures that are
approvable,
supplementing what
would otherwise be
provided using state or
local funds. It is clear
how expenditures will
benefit Title I
students/teachers,
and/or the district's
lowest performing
students.
Proposal includes district
Title I reservation
description of homeless
services or description of
other supports provided
outside of Title I to
adequately meet needs.
Proposal clearly
identifies continued,
new, or discontinued
activities, and provides a
sufficient rationale for
continuing, adding, or
discontinuing activities.
Information on
strengths, gaps, and
weaknesses is provided
that relates directly to
the rationales given.
Proposal shows evidence
that the district uses a
cycle of continuous
improvement, reflecting
on data and making
decisions and mid-course
corrections based on
what that data shows.
Early evidence of change
is specified for
benchmarking.
N/A
Proposal includes
neither district
reservation for homeless
services nor description
of other supports
provided by the district
outside of Title I.
N/A
Page 1 of 6
FY16 Title I Application Workbook: Narrative Rubric and Guidance
Application Section
3
4
5
6
Strengthening
District Standards
and Addressing
Priorities
Identifying
Supports and
Interventions for
Low-Performing
Students and
Schools & Impact
Strengthening
Conditions for
School
Effectiveness
Ensuring Positive
Outcomes for
Highest Need
Schools and
Students
June 2015
Not Approvable
Approvable
Potential Exemplar
Proposed supports are
not (or are
insufficiently) aligned to
the District Standards
and Indicators and state
priorities.
Proposed supports are
connected to one or
more of the District
Standards and Indicators
and state priorities.
Some parts of Question 4
are left incomplete.
Proposed supports and
interventions are
unlikely to address the
needs of the lowestperforming
students/schools.
Interventions are
inadequately described
and are not tied to
specific student
populations.
Insufficient data are
provided to justify
continuation or initial
implementation of
proposed
intervention(s).
All parts of Question 4
are complete. Proposed
supports and
interventions are
prioritized based on
leverage/need, and are
likely to address the
needs of the lowestperforming
students/schools.
Interventions and
supports are described
and are targeted toward
specific student
populations. Sufficient
data are provided to
justify continuation or
initial implementation of
proposed
intervention(s).
Proposed supports are
not (or are
insufficiently) aligned to
the Conditions for School
Effectiveness.
Proposed supports are
connected to one or
more of the Conditions
for School Effectiveness
in areas highlighted as
directly relating to the
root cause(s) of
underperformance
identified through selfassessment.
Proposal is convincing
when it comes to
discussing schools
served, and why in cases
where the highest need
schools and students do
not receive extra
allocation/reservation
Proposed supports are
well-aligned with one or
more of the District
Standards and Indicators
and state priorities.
Supports are highleverage and are likely to
strengthen the district's
lowest performing
schools.
Prioritized supports and
interventions
aggressively address the
needs of the lowestperforming
students/schools. The
link between
intervention(s) and
targeted population(s) is
clear. Interventions are
coordinated within a
larger system of
supports for greatest
impact. Convincing
quantitative and
qualitative data are
provided to justify
continuation or initial
implementation of
proposed
intervention(s).
Proposed supports are
well-aligned with one or
more of the Conditions
for School Effectiveness.
Supports are likely to
strengthen the highestneed schools in a
number of key areas
identified through selfassessment.
Proposal shows true
prioritization of schools
and students when it
comes to selecting
supports (and level of
support). There is
evidence that all schools
are being served
Proposal is not
convincing when it
comes to explaining why,
in certain cases, funds
are not used to serve the
highest need schools and
students and how other
funds/supports will
Page 2 of 6
FY16 Title I Application Workbook: Narrative Rubric and Guidance
Application Section
June 2015
Not Approvable
Approvable
ensure rapidly improving
outcomes for those with
high need.
dollars, the likelihood of
rapidly improving
outcomes to meet new
targets is still strong.
Potential Exemplar
appropriately, and that
the district ensures
rapidly improving
outcomes for all.
Page 3 of 6
FY16 Title I Application Workbook: Narrative Rubric and Guidance
June 2015
Guidance on Responding to Title I Narrative Question 4 for
Levels 2-5 Districts
Question 4 asks the district to report on the impact of interventions and supports funded by the
required reservation amounts to meet the needs of low achieving students in your district. Please follow
these guidelines when reporting on impact of activities:


be as succinct as possible,

use quantitative data such as pre- and post-formative/benchmark/summative data wherever
possible,

use qualitative data where it can support quantitative data or where quantitative data is not
applicable,

where activities are not yet complete (e.g., summer activities), interim judgments and indicators
are acceptable, and;

reference to program evaluations by the district or outside entities, where available, is
encouraged.
provide justification for continuation of the activity: positive growth in results, indicators of
impact on learning, and completion of steps in implementation of promising practices can all be
used to justify continuation of activities,
For additional resources on improvement planning and benchmarking, see our website.
The following samples are provided to give you a guide as to how succinct quantitative and qualitative
evidence can be used to provide sufficient justification for continuation of your targeted interventions
and supports: (see following pages)
Page 4 of 6
FY16 Title I Application Workbook: Narrative Rubric and Guidance
June 2015
CONTINUED Interventions
& Supports
Continued
Intervention/Support 1
Continued
Intervention/Support 2
Continued
Intervention/Support 3
Activity
Instruction Extended
Day/Year (K-12)
High Quality Professional
Development
Instruction Extended
Day/Year (K-12)
Target Grade Span
MS
ES
MS
Target Area
English Language Arts
English Language Arts
Mathematics
Description
After school tutoring
program for middle school
students who are not
reading at grade level.
Professional development
for elementary teachers
on guided reading
practices.
Summer program for
middle school students
who are performing below
grade level proficiency in
math.
FY15 Planned Outcomes
ELA A-Net assessment
scores will show xx%
increase in students
scoring proficient and xx%
decrease in students
scoring in warning
category.
Learning walks will show
evidence that guided
reading is taking place in
xx% of classrooms and
DIBELS scores are used to
determine student
groupings.
xx% attendance of
recommended students.
Ongoing formative
assessments indicate
progress and
understanding of math
concepts.
FY15 Actual Outcomes
Between the first and the
fourth administration of
ELA A-Net assessments:
xx% increase in number of
students scoring
proficient; xx% decrease in
number of students
scoring in warning
category. xx% of students
reported that they liked
reading more than before
they began this
afterschool program.
Following professional
development sessions,
coaching, and model
lessons on guided reading
strategies, learning walk
observations showed xx%
of teachers employing
guided reading strategies
and using DIBELS to
determine groupings.
xx% attendance rate so
far. At midpoint of
program, interim common
assessments showed an
average of xx point
increase over preassessment results.
FY16 Intended Outcomes
ELA A-Net assessment
scores will show xx%
increase in students
scoring proficient and xx%
decrease in students
scoring in warning
category.
xx% increase of students
reading at grade level.
At the end of the summer
program, xx% of students
will be at grade level
proficiency in math.
Page 5 of 6
FY16 Title I Application Workbook: Narrative Rubric and Guidance
NEW Interventions &
Supports
New
Intervention/Support 1
Activity
High Quality Professional
Development
Target Grade Span
ES
Target Area
Other
Description
Elementary teachers who
work with at-risk students
will receive professional
development instruction
in strategies for
differentiated instruction
in the classroom.
FY16 Intended Outcomes
xx% of teachers will
exhibit the three selected
differentiated instruction
strategies in the
classroom.
Early Evidence of Change
Based on learning walks,
lesson plans, and
observations: xx% of all
teachers will exhibit the
three selected
differentiated instruction
strategies by the end of
November 2015, xx% by
end of January 2016, and
xx% by end of March
2016.
(e.g. Benchmark Data)
New
Intervention/Support 2
June 2015
New
Intervention/Support 3
Page 6 of 6