Title I Targeted Assistance Plan Components Template
A targeted assistance school shall provide for all students served under this part the
opportunity to meet the State’s academic standards. A-F addresses all areas to be
included in a targeted assistance school plan.
A. Effective instructional methods and strategies and high-quality and ongoing
professional development for teachers, principals, and paraprofessionals and use of
program resources
Suggested action step:
The school will utilize resources under this part to help participating children meet the
State’s achievement standards by implementing research based strategies for improving
student achievement and by providing
teachers high quality, sustained professional
development.
Note: The school may make a separate action step for each high yield practice or each of the curriculum
areas addressed by the school goals. The core academic programs, reading/language arts and
mathematics must be addressed.
Sequence tasks:
1.
The low performing students are included in the overall school plan by …. (explain how).
2. Insert sequence task to explain how the Title I funded staff is utilized to provide additional support
to low performing students.
3. Insert sequence task to describe how the school minimizes the removal of children from the regular
classroom during regular school hours for instruction.
4. Insert sequence tasks to address the high yield practices.
5. Insert sequence tasks to address the curriculum areas.
6. Insert sequence tasks to describe the methods used to identify at-risk students and the procedures
for ensuring additional academic assistance (e.g. implement the 3 tier instructional model for
reading).
7. Insert sequence task regarding the school’s extended year programs.
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8. Insert sequence task for the school’s extended day programs.
B. Plans for assisting preschool students in the successful transition from early
childhood programs to local elementary school programs
Suggested action step:
The school will provide activities for preschool children and their parents to aid the
students in making a successful transition to the elementary school.
Sequence tasks: (the examples below are required by Policy 2525)
1.
The school will provide an opportunity for the child and his/her family to visit the setting into which
the child is transitioning.
2. Written information will be distributed to parents/guardians about kindergarten registration and
kindergarten expectations.
3. Insert sequence tasks to describe the procedures for transferring assessment data for each child to
assist the kindergarten teacher in identifying areas of growth and development and meeting the
needs of each child.
C. Provide instruction by highly qualified teachers/paraprofessionals
Suggested action step:
Students will be instructed by highly qualified teachers and paraprofessionals.
Sequence tasks: (Examples)
1.
The principal will annually complete an attestation statement regarding the highly qualified status
of the staff.
2. All paraprofessionals are assigned to work under the direct supervision of a teacher.
3. The school handbook will provide information to parents about the right to request and receive
information on the professional qualifications of their child’s teacher and/or paraprofessional
(“parent’s right to know” notification).
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4. Parents will be notified in writing if their child is instructed for 4 consecutive weeks by a teacher
who does not meet the definition of highly qualified.
D. Strategies to increase parental involvement
Suggested action step:
The school will involve parents in the planning, implementation, and evaluation of the
schoolwide program.
Sequence tasks:
1.
The school will hold an annual meeting for the purpose of developing/revising the parent
involvement policy and compact.
2.
The school plan is developed with the involvement of parents and other members of the
community to be served and individuals who will carry out such plan by holding quarterly
meetings through the school year.
3. The school’s five year strategic plan is available to all parents for review prior to submission to
the LEA (e.g., notification that the plan is completed and the parents may come to the school to
review and/or offer comments).
4. The school will inform parents and the community of the school’s status in meeting or not
meeting AYP through written communication.
5. The school will utilize items such as newsletters, web site, and email to increase parent
communication.
6. Annually, the Title I teachers will provide professional development to staff members in how to
reach out to, communicate with, and work with parents as equal partners, implement and
coordinate parent programs, and build ties between parents and the school.
Suggested action step:
The school will provide parent involvement activities that strengthen a parent’s
understanding of child development, child rearing and a means of assisting their child with
academics and working with educators.
Sequence tasks:
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1.
Insert sequence task for parent involvement activities including the annual meeting, open house,
explanation of curriculum and CSOs, the forms of academic assessment used to measure student
progress, and the proficiency levels students are expected to meet.
2. Insert sequence tasks for parent involvement activities planned to assist a parent in monitoring a
child's progress and work with educators to improve the achievement of their children.
3. Insert sequence task that describe how the school coordinates and integrates parent involvement
programs and activities with Head Start, Reading First, and public preschool.
4. insert sequence task that describes how the school provides information to each parent on the level
of achievement of the parent's child in each of the State’s academic assessments.
E. Coordination and integration of Federal, State, and local services and programs
Suggested action step:
The school will integrate services and programs with the aim of upgrading the entire
educational program and helping all students reach proficient and advanced levels of
achievement.
Sequence tasks:
1.
insert sequence task regarding the district’s extended year programs if not funded by Title I
2. insert sequence task for extended day programs that are not funded by Title I
3. This section should also include programs including, but not limited to, violence prevention, character
education, nutrition, adult education, vocational and technical education, and job training.
F. Review progress of participating children
Suggested action step:
Teachers will review the progress of identified students and will revise the targeted
assistance program to provide additional assistance to enable students to meet the State
standards.
Sequence tasks:
1. The school utilizes an instructional intervention team to review the results of benchmark testing and
progress monitoring to determine interventions needed for students to achieve proficiency.
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2. Title I and special education teacher schedules are adjusted based on assessment data.
3. Additional training is provided to teachers in identifying students who are in need of additional
assistance or in the area of implementing the CSOs.
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