esea title i guidelines for nonpublic schools · 2019. 9. 5. · august 5 september 5 october 6...

ESEATitleIGuidelinesfor NonpublicSchools 2019-2020

CONTACTINFORMATION 3

INTRODUCTION 4

TITLEIDATESTOREMEMBER 5

August 5

September 5

October 6

November 6

December 6

January 6

February 6

March 6

April 7

May 7

2019-2020SchoolCalendar 7

NONPUBLICTEACHERRESPONSIBILITIES 9

DO’SANDDON’TSFORTITLEINONPUBLICSTAFF 10

Do 10

Don’t 10

COMPLAINTPROCEDURES 12

DistrictAdministrators 13

SELECTION&ASSESSMENT 14

SelectionCriteria 15

Kindergarten 15

RequiredSelectionCriteria 15

AdditionalSelectionCriteria 16

Grades1-2 16


AdditionalSelectionCriteria 17

Grades3-12 17


SelectionCriteria 18

Assessment 18

FAMILYENGAGEMENT 19

WhatisfamilyengagementunderESSA? 19

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Whyfamilyengagement? 19

Whatdoestheresearchshow? 19

DoparentsofprivateschoolchildreninTitleI,PartAprogramshavetherighttoequitable participationinparentalengagementactivities? 19

WhatfamilyengagementmeetingsmustschoolsholdaboutTitleI,PartA? 20

DOCUMENTATION 21

Requirement 21

Guidance 21

WhatisNeeded 21

StudentFolders 23

PAYROLL 24

2019-2020PayrollPickUpDates 25

SupplementalandHourlyPayRequestForms 26

FamilyEngagement 26

ProfessionalDevelopment 27

Tutoring 28

ORDERING 29

ProcedureforOrderingMaterials 29

ProcedureforOrderingFood 30

ProcedureforOrderingPostage 30

FORMS&COMMUNICATIONS 31

2

CONTACTINFORMATION

OfficeofFederalPrograms

Director SherryCarlstrom [email protected]

(651)744-1451

SupervisorofNonpublicSchools NancyDuBois [email protected]

(651)744-2143

AccountabilityAssistant WillRanieri [email protected]

(651)744-4172

ClerkTypist3 TBD

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INTRODUCTION

InJanuary1964,PresidentLyndonBainesJohnsonwasawarethatalmostoneineveryfive Americanslivedinpoverty.InhisfirstStateoftheUnionaddressheproposedasolution.That solutionisknownastheElementaryandSecondaryEducationAct,orESEA.Underthisumbrella residesTitleI.ThepurposeofTitleIunderthereauthorizedESEAcalledEveryStudentSucceeds Actof2015istoprovideallchildrensignificantopportunitytoreceiveafair,equitableand high-qualityeducation,andtocloseeducationalachievementgaps.Thisisthesameforboth publicandprivateschoolstudentsreceivingadditionalacademicsupportunderTitleI.

TheSaintPaulPublicSchoolsTitleIprogramfornonpublicschoolsiscelebratingits34thyear sincetheoccurrenceoftwoimportantchanges.First,istheUSSupremeCourtdecisionreversing Aguilarv.Feltonwhichprohibitedinstructiononnonpublicschoolproperty.Thisreversalmadeit possiblefornonpublicstudentstoreceivedirectTitleIinstructionalservicesatnonpublicschool sites.Whilethisdecisiongavemoreflexibilityinservices,itdidhaverestrictions.Themain restrictionisthatallinstructionalservicesmustbeunderthedirectsupervisionofalicensed teacher.ThesecondchangewasthatallTitleIservicesmustbefundedbythenumberofeligible low-incomestudentswhoresideinaTitleIpublicschoolattendanceareabutareattendingthe nonpublicschool.Thismeansthattheamountofmoneyavailable,andthereforetheservices providedtoeachnonpublicschoolmayvarysignificantly.

Inaddition,theEveryStudentSucceedsActof2015permitsprivateschoolstheoptionof providingTitleIservicesthroughathird-partyvendor.ThisoptionhasimpactedthewaySaint PaulPublicSchoolsprovidesservicestoournonpublicschools.

Consideringthatstudentsattendingeitherpublicornonpublicschoolsareentitledtoahigh standardofacademicinstructionsothattheycanreachtheirfullpotentialasalearnerinthe21st century,theresponsibilitiesnonpublicschoolsandSPPSshareisvitalandsignificant.

Weworkdiligentlytostayinagreementwiththerules,processesandproceduresthatgovern thisparticularaspectofESEAwhileprovidingstudentswithinstructionthatacceleratestheir academicachievement.Thismaymeanthattherewillbetimesthatwehavetodothingsthat don’tmakesensetousorthatwedon’tfullyunderstand.However,iftheveracityoftheprogram istoremainflawlessandservicestoeligiblestudentsuninterrupted,itisextremelyimportantthat weprovideserviceswithintheparametersoftheEveryStudentSucceedsAct.Doinganything lesswouldpreventthosestudentsforwhomtheprogramwasdesignedfromreceivingthe servicesthattheyareentitledtoaswellasjeopardizethecontinuationoftheprogram.

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TITLEIDATESTOREMEMBER

August ● WeekofAugust26,2019,teachersreturntoworkworkingtheirassignednumberof

hours.StaffwillneedtopickuptheirkeysandlistsofvettedstudentsfromtheOfficeof TitleIFederalPrograms.

● ConfirmwiththeOfficeofTitleIFederalProgramsthedates/timesofyourschedule. ● Collecttheneededdataidentifyingthestudentswhoarebelowgradelevelforthearea

andgradestobeserved. ● CompletetheRankandServeForm. ● Reviewlistofeligiblestudentswithclassroomteachers. ● Developawelcomeletterthatdescribestheprogramtotheeligiblefamilies/guardians

andtheirstudents,includinghowfamilies/guardianscanparticipate. ● EmailacopyofthewelcomelettertotheOfficeofTitleIFederalProgramsbefore

sendingitouttofamilies. ● Remember,anystudentnotontheoriginallistgiventoyoumustbevettedandapproved

aseligiblebytheOfficeofTitleIFederalProgramsbeforereceivingservices.No exceptions.

September ● SchoolbeginsSeptember3,2019

○ September3,2019-Staffmeeting:360Colborne,RoomsJ&K:12:30-3:30 ● Sendout2019-2020StudentEligibilityNotificationLettertofamiliesofstudentswhohave

qualified,arevetted,andwillbeserved. ● Setupscheduletoteststudents.Testonlythegradespanyouwillbeworkingwith.Share

testingschedulewithadministrators,teachers,andtheOfficeofTitleIFederalPrograms. ● Teststudents. ● SetupTitleIfolders.NotedateStudentEligibilityNotificationLetterwassenthome. ● Enterstudenttestresultdatainsystemandinstudentfolder. ● WorkwithclassroomteacherstoschedulestudentsforTitleIservice.Reminder:Donot

takestudentsoutofcoresubjects.Eachsessionshouldbeaminimumof20minutesand amaximumof40minutes.

● PosttheTitleIservicescheduleoutsidetheclassroomdoor. ● EmailacopyofyourfinalscheduletotheOfficeofTitleIFederalPrograms. ● CompletetheTitleIStudentListForm(template).EmailthecompletedformtotheOffice

ofTitleIFederalPrograms.Reminder:Teacherswillbeupdatingthisformthroughoutthe yearandwillsubmittheendofyearcopyinthedocumentationfolder.

● BeginservingstudentsMonday,September16,2019. ● NotifytheOfficeofTitleIFederalProgramsifthereisaproblemorifmoretimeis

needed.

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October ● PlantheTitleIAnnualMeeting.Getinputfromfamiliesandadministrators.Makesure

yourflyerhasapprovalfromtheOfficeofTitleIFederalProgramsbeforesendingitout. Themeetingshouldbeinteractiveandnota“sitandget”lecture.Allmeetingsmustbe 1.5hourslongandoveramealhourtoqualifyforlightrefreshments.

● ParentInvolvementPlanduetoFederalProgramsbyOctober25,2019. ● SchedulefirstobservationwiththeOfficeofTitleIFederalPrograms.

November ● November12,2019-Staffmeeting:360Colborne,RoomJ/K:12:30-3:30 ● SendTitleIstudentprogressreportshometofamilies/guardiansbyNovember29,2019. ● Putacopyofprogressreportinstudents’TitleIfolder.Givecopytoclassroomteacher,

checkwithbuildingadministratorsiftheywouldlikeacopy. ● Checkwithclassroomteacheraboutadditionalstudentswhomaybenefitfrom

supplementalacademicsupportinmathorreading.

December ● Ifspacesareavailable,checkwithkindergartenteacherstoseeiftheyhavestudentswho

maybenefitfromadditionalacademicsupport. ● Vettpotentialnewstudentsandcheckeligibilitycriteria. ● SendhomeTitleIEligibilityNotificationLettertonewstudentswhomeetthecriteriaand

willbeserved. ● AllTitleIAnnualmeetingsmustbecompletedbywinterbreak.Alldocumentationshould

beplacedinthedocumentationfolder. ● SubmitTitleIordersformaterialsbeforeleavingforbreak.Makesureorderformis

complete.

January ● Beginservingvettedkindergartenstudents. ● Sendupdatedschedule/studentlisttotheOfficeofTitleIFederalPrograms. ● Beginsecondroundoftesting.OnlyteststudentswhoarenowreceivingTitleIservices

orarenewtotheprogram. ● Testintheareaofserviceonly. ● Enternewdataintosystem. ● SendtestingscheduletotheOfficeofTitleIFederalPrograms. ● SchedulesecondobservationwiththeOfficeofTitleIFederalPrograms.

February ● February11,2020-Staffmeeting:360Colborne,RoomK,12:30-3:30 ● Continueworkingwithstudents. ● Beginworkonsecondprogressreports.

March ● MailTitleIprogressreportshometofamilies/guardians. ● Makecopiesofprogressreportforfolder,teachers,andadministrators. ● LastopportunitytoplaceaTitleIorderisearlyMarch,2020.

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April ● April14,2020-Staffmeeting:360Colborne,RoomJ/K:12:30-3:30 ● Beginsettingscheduleforspringtesting. ● Sendsurveyshometofamilies/guardians. ● Give/collectsurveyto/fromclassroomteachers.

May ● May19,2020-Staffmeeting:360Colborne,RoomJ/K,12:30-3:30 ● Beginspringtesting. ● Notifyteachers,schooladministrators,andtheOfficeofTitleIFederalProgramsoftesting

schedule. ● CollectsurveysandsendtotheOfficeofTitleIFederalPrograms. ● Completeend-of-yearrecordkeeping(progressreports,enteringdata,attendancecards,

TitleIinventory,etc). ● Returntechnology/equipmentinventoryform. ● Startshuttingdownprogram.SecureallTitleImaterialsandequipment. ● Sendoutfinalprogressreportstofamiliesandprovideacopytoteachersandbuilding

administrators. ● Beforeyouleaveforthesummer,turnin:

○ KeysforTitleIcabinetsandotherequipment ○ Completeddocumentationfolder ○ Studentfolders ○ Technology/equipmentform ○ Summercontactinformation ○ Parentandteachersurveys

● AllprogramsshutdownbyMay29,2020.ContacttheOfficeofTitleIFederalProgramsif youbelieveitisnecessarytogobeyondthisdate.

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NONPUBLICTEACHERRESPONSIBILITIES

ThenonpublicTitleIteacherworksforSaintPaulPublicSchoolsunderthesupervisionofthe OfficeofTitleIFederalProgramsadministrator.Dutiesinclude,butarenotlimitedto:

● Becomefamiliarwithassessmenttoolsusedtodeterminestudenteligibilityandagreed uponinconsultationwithprincipalsandthedistrict.

● Attendtrainingsandmeetingsthroughouttheyear. ● PreparealistofpotentiallyeligibleTitleIstudentsforservices.Thisisbasedonthedata

ontheRankandServeForm.AllstudentsmustbevettedbytheOfficeofTitleIFederal Programsbeforereceivinganyserviceorassessment.

● Communicatestudenteligibilitytofamilies/guardiansandteachers. ● SetupTitleIstudentfilesandmaintainandupdatethosefilesthroughouttheyear. ● Collaboratewithclassroomteacherstoplananappropriatesupplementaleducational

programandscheduleserviceforeligiblestudents. ● DocumentcommunicationwithclassroomteachersofTitleIstudents.Thisshouldbe

doneatleastonceamonth.Keepdocumentationofteachercommunications.. ● Incorporatebestpracticesintolessonplanningtosupportacademicgrowthand

instructiontakingplacewithintheregularclassroom. ● Consultwithnonpublicschoolprincipalintheorderingofmaterials. ● MonitoracademicprogressofstudentsusingFastBridgeatleastthreetimesperschool

year. ● Reportstudentacademicprogresstofamilies/guardiansandclassroomteachersatleast

threetimesperyear,orasoftenasrequestedandagreeduponbydistrictandprincipal duringconsultation.

● Beaccountableforthequantityandqualityoftime/servicespentwithstudents. ● Rememberthatyouaretheretoworkwiththeeligiblestudents.Stayawayfromthe

moods,politics,etc.ofthebuilding. ● Plan,scheduleandconductatleastoneTitleIfamilyactivityduringtheschoolyear.This

willbetherequiredTitleIAnnualMeetingcompletedbeforewinterbreak.Iffundspermit, youmaydoanotherparenteventinthespring.

● KeeptheOfficeofTitleIFederalProgramsinformedofanyconcerns,changes,etc. ● EnsurethattheprogramisincompliancewithTitleIrequirements.

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DO’SANDDON’TSFORTITLEINONPUBLICSTAFF

Do ● RememberthatyouareanemployeeofSaintPaulPublicSchoolsandaregovernedby

thepoliciesandproceduresofthatinstitution. ● WearyourSaintPaulPublicSchoolsidentificationbadgewheneveryouareworking. ● Workthecalendarandthescheduletowhichyou’vebeenassigned. ● Expectregularsitevisitsforconsultation,observation,andprogrammonitoringpurposes. ● Postacopyofyourdailyscheduleoutsidetheclassroomdoorandupdateasneeded. ● Includeyouremployeenumberoneachtimesheet. ● Haveyourtimesheetsfilledout,signed,andinadesignatedareatheMondayofpay

week. ● NotifytheOfficeofTitleIFederalProgramswhenyouareill.Call651-744-2143andleave

amessage. ● Getcommunicationsforfamilies/guardiansapprovedbytheOfficeofTitleIFederal

Programsbeforeyousendthemout. ● NotifyprincipalandOfficeofTitleIFederalProgramsofanyactivitiesyouhaveplanned

forstudentsand/orfamilies/guardians. ● NotifytheOfficeofTitleIFederalProgramsatleast30daysinadvanceaboutany

vacationsorpersonaltimethatyouhaveplanned. ● Writealetterintroducingyourselftostaffyouwillbeworkingwithatyoursite.Givestaff

theintroductoryletterwiththebrochureabouttheprograms. ● Writeawelcomeletterforfamilies.HaveletterapprovedbytheOfficeofTitleIFederal

Programs.Onceapproved,sendletterwithTitleIStudentEligibilityNotificationLetter andbrochureofprogramtotheguardiansofeligiblestudentswhowillbeserved.

● Dressappropriatelyfortheworkplace.

Don’t ● Attendreligiousservicesorschoolactivitiesduringworkhours. ● SpendmoneyonanythingrelatedtoTitleIwithoutgettingpre-approval. ● LoanoutTitleImaterialstoclassroomteachersofnon-TitleIstudents. ● ChangetheinstructionalschedulewithoutpriorapprovalfromtheOfficeofTitleIFederal

Programs. ● Submitatimesheetforanyactivityoutsideyournormalworkdayafterthefactorwithout

pre-approval. ● Assumethatyouautomaticallyhaveapproval.Getconfirmationofapproval. ● Waituntilthelastminutetoorderorputinarequest. ● SignanythingonbehalfofSPPS.Youwillberesponsibleforpaymentofanythingthatwas

notpre-approved. ● SendinaTitleIorderformthatisnotcompleteandaccurate.Itslowsdowntheordering

process.

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● Don'tallowstudentstotaketechnologyoutsideoftheTitleIarea. ● Getinvolvedinthebusinessofthenonpublicschoolyouareassignedto.Yourjobisto

gettoworkontime,workconscientiouslywiththeTitleIstudentsandleavewhenyour dayisdone.

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COMPLAINTPROCEDURES

DuringthecourseofadministeringFederallyfundedprogramstheremaybedisagreements abouthowthelaworguidelinesaretobeinterpretedandappliedbyteachers,parents,principals andadministrators.Inanattempttoresolvedisputesovertheissue(s)beingraised,thefollowing stepswillbefollowed:

● Thepetitionerwillsubmitawrittenstatementtotheschooldistrictadministrators indicatingwhichsection(s)ofthelaw,regulations,orguidancewerenotproperly interpretedorapplied.

● Within45daysofreceivingthecomplaintthedistrictadministratorwill: ○ notifythepetitionerofthereceiptofthecomplaint. ○ meetwiththeindividual(s)raisingthequestiontodetermineifaviolationofthe

laworregulationshasoccurred. ○ notifyallpartiesoftheresultsofthereviewanddeterminations,ifnecessarytake

correctiveactiontoreturntocompliance. ● IfthepetitionerisnotsatisfiedwiththeDistrictProgramAdministrator’sexplanation,then

awrittenrequesttotheDistrictProgramAdministratorshouldbesubmittedcitingthe statutoryorregulatoryviolation(s)andrequestameetingwiththeStateDirectorofthe program.

● Within45daysofreceivingthecomplaint,theDistrictProgramAdministratorwillschedule ameetingwiththeStateDirectorandthepetitioner.Thismeetingwillbetodiscussthe issue(s)relatedtothelaworguidelinesandhowtheywereappliedtotheareasin question.

● WithintendaysafterthemeetingwiththeStateDirectoroftheprogram,theDirectorwill respondinwritingtotheDistrictProgramAdministratorandthepetitionerregarding Minnesota’scurrentinterpretationandapplicationofthesection(s)ofthelawor guidelinesthatwereinquestion.

● Iftheissueisstillnotresolvedtothepetitioner’ssatisfaction,thentheyhavetherightto contacttheU.S.DepartmentofEducationforfurtherclarificationandresolution.

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DistrictAdministrators

Director-OfficeofFederalPrograms CherylCarlstrom [email protected]

651-744-1457

Supervisor-NonpublicSchools NancyDuBois [email protected]

651-744-2143

ChiefAcademicOfficer KateWilcox-Harris [email protected]

651-767-8132

AssistantSuperintendent-TitleIIProfessional Development

HansOtt [email protected]

651-744-3528

Director-MultilingualLearning/TitleIII YeuVang [email protected]

651-744-3528

Supervisor-GraduationProgressandAcceleration DarrenGinther [email protected]

651-242-7596

Supervisor-StudentHealthandWellness MaryYackley [email protected]

651-767-8380

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SELECTION&ASSESSMENT

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Allstudentsmustbevettedbeforetheyaretestedorserved.

Ifastudentwasnotonthevettedlisthandedoutatthestartofthe2019-2020schoolyear,their eligibilitymustbeconfirmedbytheOfficeofTitleIFederalPrograms.Tosubmitastudentfor eligibility,filloutthevettingformontheOfficeofFederalPrograms’website (https://www.spps.org/Page/23724).

Inallcases,nostudentmaybeservedbyaTitleIhourlyteacher,orcontractedserviceprovider withouttheexplicitpermissionoftheTitleIOffice.

Explicitpermissionmeanseither:

● Thestudentmeetsbothofthefollowingcriteria: ○ Thestudent’snamewasgiventotheTitleIteacherorcontractedprovideronalist

ofapprovedstudentsatthebeginningoftheschoolyearand ○ Thestudentisassessedandqualifiedforserviceacademicallybasedontheset

criteriaoutlinedbyTitleIintheacademiccriteriaforthatgradelevelorgrade span.

● Thestudentmeetsallofthesecriteria: ○ Thestudentwasrecommendedbytheclassroomteacherforserviceatsome

pointduringtheschoolyear, ○ ThestudentwasdeterminedtobeeligibleforTitleIservicesbasedonthe

student’shomeattendanceareinwhichtheTitleIofficehassenttheTitleI teacherorcontractorwrittennotificationviaemailthatthestudentiseligibletobe assessedforacademiceligibility,and

○ Thestudentisassessedandisalsodeterminedtomeettheacademiceligibility forTitleIservicesacademicallybasedonthesetcriteriaoutlinedbyTitleIinthe academiccriteriaforthatgradelevelorgradespan.

SelectionCriteria EligiblestudentswiththegreatestacademicneedandlivinginaTitleIattendanceareawillbe prioritizedandservicedbyTitleIstaff.

Kindergarten

AutomaticallyEligible:

StudentswhomeetoneofthefollowingcriteriaareautomaticallyeligibleforTitleIservices:

● Homeless/HighlyMobile ● ParticipatedinaHeadStart,EvenStart,EarlyReadingFirstoraTitleIpreschoolprogram

intheprecedingtwoyears

RequiredSelectionCriteria

● TeacherRecommendation ○ Teacherrecommendationsupportsthestudent’sneedforservices(formorother

documentationneeded).

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● ParentSupport/Recommendation ○ Parent/guardiansupportsthechild’splacementintheprogramandis

documented. ● ResidesinaTitleIAttendanceArea

○ SubmitstudentaddressestotheOfficeofTitleIFederalProgramstoconfirm attendancearea.

AdditionalSelectionCriteria

Selectionofstudentsmustbebasedonatleastoneofthefollowingindicatorsaswell:

● TheEarlyChildhoodDevelopmentScreening ○ 2017-2018,or2019-2020,willbeused.Itcoversfineandgrossmotor,cognition,

speech&language,andsocial-emotionalstatus.Theresultsofthescreeningare foundinthestudent’shealthfolder.Thescreeningisrequiredbystatemandate forkindergartenenrollment.

○ Thescreeningmayhavebeendonebyaphysicianratherthantheschoolnurse. Inthatcasethehealthrecordsmayindicatepass/failfordevelopmentalscreening withnofurtherinformation.OntheClassroomTeacherAssessmentform,pass wouldrequirea“no”(doesnotneedextraordinaryhelp)answerandfailwould requirea“yes”(doesneedextraordinaryhelp)answer.

● TheMinneapolisPreschoolScreeningInstrument ○ Lookintheupperrighthandcornerofthescreeningforinformation.The

instrumentcoreisdeterminedbytheageofthechildwhenthescreeningwas administeredwithdifferentstandardsfordifferentages.Scoresbelowthe“Pass” columnindicateaneedforextraordinaryhelp.Insomecasesthecomplete instrumentisnotadministered.Ifachildhasmissedthreeoffeweritemsoutofthe first26items,itisassumedthatthechildwillpasstheentirescreeningandwillnot needassistance.IfthechilddidnotspeakEnglishatthetimeofthescreening,the verbalportionsofthetestarenotgivenandtheparentwasaskedforinformation aboutthechild.Toidentifyparticularareaswherethechildmayneedhelp;lookat theindividualitems.A“+”or“1”indicatethatthechildwassuccessful.A“0”or“-” indicatedthatthechildwasnotsuccessfulontheitem.

● Schoolscreenerorotherdevelopmentallyappropriateassessmentusedbytheschool andagreeduponbySaintPaulPublicSchools.

Grades1-2



● Homeless/HighlyMobile ● ParticipatedinaHeadStart,EvenStart,EarlyReadingFirstoraTitleIpreschoolprogram

intheprecedingtwoyears

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● Returningfromaninstitutionservingneglectedand/ordelinquentstudents



documentation). ● ParentSupport/Recommendation

○ Parent/guardiansupportthechild’splacementintheprogram. ● ResidesinaTitleIAttendanceArea


AdditionalSelectionCriteria

Selectionofstudentsmustbebasedonatleasttwoofthefollowingindicatorsaswell:

● StandardizedTestResults ○ ThemostrecentstandardizedtestscoresresultsinReading,Mathematics,and

LanguageArts/Englisharebelowthe30thpercentile. ● SchoolData

○ The2018-2019reportcardinReading,Mathematics,andLanguageArts/English areasarebelowaverage(lessthanCaverage,unsatisfactory,needsimprovement, belowgradelevel,needsdevelopment,etc.).

● OtherDevelopmentallyAppropriateAssessments ○ Othergradeleveldevelopmentallyappropriateassessmentswhichindicateneeds

improvement,orbelowgradelevel,andwhichareappliedsystematicallyacross thegradelevelandagreeduponbySaintPaulPublicSchools.

Grades3-12



● Homeless/HighlyMobile ● Returningfromaninstitutionservingneglectedand/ordelinquentstudents


Selectionofstudentsmustbebasedoncriteria:


documentation). ● ParentSupport/Recommendation

○ Parent/guardiansupportthechild’splacementintheprogram. ● ResidesinaTitleIAttendanceArea

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SelectionCriteria

Selectionofstudentsmustbebasedonatleasttwoofthefollowingindicators:

● StandardizedTestResults ○ ThemostrecentstandardizedtestscoresinReading,Mathematics,andLanguage

Arts/Englisharebelowthe30thpercentile. ● OtherDevelopmentallyAppropriateAssessments

○ Othergradeleveldevelopmentallyappropriateassessmentswhichindicateneeds improvement,orbelowgradelevel,andwhichareappliedsystematicallyacross thegradelevelandagreeduponbySaintPaulPublicSchools.

● SchoolData ○ The2018-2019reportcardinReading,Mathematics,andLanguageArts/English

areasarebelowaverage(lessthanCaverage,unsatisfactory,needsimprovement, belowgradelevel,needsdevelopment,etc.).

Assessment Themoreyouteachwithoutfindingoutwhounderstandstheconceptsandwhodoesn't,the greaterthelikelihoodthatonlyalready-proficientstudentswillsucceed.

-GrantWiggins,2006

Theassessmenttoolforthe2019-2020schoolyearisFastBridge.Theinformationonwhich teststogivearelistedintheFastBridgemanual.

TheFastBridgeassessmentwillbegiventhreetimesperschoolyeartostudentswhowillbe servedbyTitleIteachersatthebeginningoftheschoolyear,afterwinterbreak,andattheendof theschoolyear.

ThelogintoFastBridgeLearningislocatedat:https://auth.fastbridge.org/login.do.

LoginnamesandpasswordswillbegiventoyoubytheOfficeofTitleIFederalPrograms.Ifyour logininformationisnotworking,pleasecall(651)744-4172.

Studentswillberosteredbaseduponthestudentslisted(andvetted)ontheTitleIStudentList Form.PleaseupdatetheformandsendtotheOfficeofTitleIFederalProgramswhenyouhave additionalstudentstoaddtotherosterfortesting.

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FAMILYENGAGEMENT

TheEveryStudentSucceedsAct(ESSA)servesasthelatestreauthorizationoftheElementary andSecondaryEducationActof1965(ESEA),whichwaslastreauthorizedastheNoChildLeft BehindAct(NCLB).Theintentofthelawcontinuestobetoraiseachievementforlow-income andotherwisedisadvantagedchildren.Parentandfamilyengagementhasalwaysbeenakey pieceofthelaw,focusedonthelowincomeparentsof“TitleI-participating”children.Weknow thatgapsineducationalopportunityandachievementwillonlyberemediedwhenthoseclosest totheaffectedstudents-parents,families,andcommunities-areworkingcollaborativelywith educatorstowardthecommongoal-eradicationoftheachievementgap.

WhatisfamilyengagementunderESSA? Familyengagementisdifferentfromparentinvolvement.Familyengagment’sgoalisnottoserve clientsbuttogainpartners.“Thelawrecognizesthatfamilymemberswhoaren’tparentscould haveanimportantroleinachild’seducation.Withever-changingfamilydynamics,therewriteis moreinclusiveandacknowledgestheproverb,“ittakesavillagetoraiseachild.”

Whyfamilyengagement? BenFrankliniscreditedwithstatingthatlife’stwocertaintiesaredeathandtaxes.Lessdaunting, butstillcertainandtrue,isthefactthatfamiliesthatareengagedintheacademiclivesoftheir childrenisakeyfactortostudentsuccess.Active,engagedparents,translatetoactive,engaged studentswhocompletetheirschoolwork,gotoclass,andgainabettereducation.

Whatdoestheresearchshow? Whenparentsareinvolved,studentstakemoreresponsibilityfortheirlearningandaccountability isheightened.Communicationimproveswithinthefamilywhenchildrenreachoutforhelp. Engagementcanstrengthenthefamily-studentrelationship;knowingyourstudent’sgradesand assignmentsisaneasystartingpointtoopendialoguefordiscussingprogress,offeringadvice, workingonprojects,or,hopefully,givingcongratulations.

DoparentsofprivateschoolchildreninTitleI,PartAprogramshavetherightto equitableparticipationinparentalengagementactivities? Yes.UndertheequitableparticipationprovisionsofTitleI,PartA,anLEAmustprovideeligible childrenenrolledinprivateelementaryandsecondaryschools,onanequitablebasis,special educationservicesandotherbenefitsunderTitleI,PartA,includingfamilyengagementservices andactivitiesthatarecomparabletotheservicesandbenefitsprovidedtotheirpublicschool counterparts.Theamountoffundsavailabletoprovideequitableservicesfromtheapplicable reservedfundsmustbeproportionatetothenumberofprivateschoolchildrenfromlow-income familiesresidinginparticipatingpublicschoolattendanceareas.

Aspartofcomplyingwiththisrequirement,anLEAmustprovideequitableservicestoparentsof privateschoolparticipantsfromthefundssetasideforthispurpose.Activitiesfortheparentsof

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privateschoolparticipantsmustbeplannedimplementedaftermeaningfulconsultationwith privateschoolofficialsandfamilies,andconductedeitherinconjunctionwiththeLEA’sfamily involvementactivities,orindependently.

WhatfamilyengagementmeetingsmustschoolsholdaboutTitleI,PartA? EachschoolservedunderTitleI,PartAmustconveneanannualmeetingatatimeconvenientfor families,toinformthemoftheirschool’sparticipationinTitleI,PartAprograms,andtoexplainthe TitleI,PartArequirementsandtherightoffamiliestobeinvolvedinthoseprograms.Inorderto keepparentsinformed,schoolsmustinvitetothismeetingallfamiliesofchildrenparticipatingin TitleI,PartAprograms,andencouragethemtoattend.Schoolsmustofferaflexiblenumberof additionalparentalinvolvementmeetings,suchasinthemorningoreveningsothatasmany parentsaspossibleareabletoattend.

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DOCUMENTATION

Requirement Guidance WhatisNeeded NoFolder(E2b) Howhasthedistrictensured thatithasexclusiveuseofa spaceforTitleIservicesif locatedwithinthenonpublic school?

RequiredContent: *verificationthatspaceisreserved forTitleservicesduringinstruction DocumentationMethod(s): *emailoragreementidentifying space *scheduleforuseofthespace

1) Createschedulefor useofroomclearly showingTitleItime andpostoutsidethe door

2) Pictureoftheschedule outsidedoorwillbe takenand uploaded-Nancy

FrontofAccordionFolder (I3a) Howhasthedistrictensured thatallitemspurchasedwith Titlefundsareprotected, maintainedandavailablefor theexclusiveuseinTitleIA andTitleIIactivities?

RequiredContent: *recordsidentifythelocationof and/orstaffresponsiblefor technologyandotheritems purchasedwithTitlefunds *itemslabeledasdistrictproperty purchasedwithTitlefunds *itemsstoredsecurelywhenitems arenotinuse *itemspurchasedwithTitlefunds observedinuseinTitle-funded activities

1) Inventorylistshouldbe updatedandputinto thefrontofthe accordionfolder. Technologyinventory listwillbesentvia emailinthespringfor youtocompleteand return.

Folder1-Selection(E3a) Whatestablishedprocess includingobjectivecriteriahas thedistrictusedtoselect eligiblestudentswhoneed additionalacademichelp?

RequiredContent: 1.Selectioncriteria *ingrade3orabove,selection criteriaincludesbutisnotlimitedto datafromatleasttwoeducationally related,objectivesources *inpreschoolthroughgrade2, selectioncriteriaincludebutisnot limitedtodatafromatleastone educationallyrelated,objective source 2.Listofallstudents *Eachstudentingradeor classroomidentifiedbynameor otherdesignation *Resultsofassessmentsandother selectioncriteria *Indicationofwhichstudentshave beenselectedforservices

1) Rankandserveform completedwitheach studentinthegradeor classroom,resultsof assessmentsandother selectioncriteria.On theformindicatewho hasbeenselectedfor serviceandnoteif therewassomeone whoqualified,butis notbeingserved (rationale).Thecurrent initialcriteriaisthe30th percentile,butifthere istimeintheschedule, weaddstudentsin orderofgreatestneed (aslongastheyare belowgradelevel)

2) Dataused

21

Folder2-ServedStudents (E3b) Whatistheprocessthedistrict usestoensurethatstudents identifiedforassistance 1.areenrolledwithinthesame gradespanasthedistrict’sTitle Ischools,and 2.either a.resideintheattendance areaofapublicschooleligible forTitleIfunds;or b.arecategoricallyeligiblefor TitleI-fundedservices?

RequiredContent: Verificationthateachstudent identifiedforTitleIservices *hasbeenhomelesswithinthe currentschoolyear,OR *isenrolledinagradelevelwithin thegradespanofthepublicTitleI schoolsANDeither *resideswithinattendance boundariesofapublicschool eligibleforTitleIOR *participatedinHeadStart,Migrant Educationorotherfederal educationprogramanytimeinthe precedingtwoyears DocumentationMethod(s): *individualrecordsorlistofchildren selectedforassistanceincluding therelevantdataandeligibility determinationforeachchild *writtenproceduretoidentify residenceorcategoricaleligibility

1) Followonlineprocessto makesureallstudents havebeenvetted

2) Listofallstudents served(firstandlast name),address,grade level,classroom teacher,areaofservice, datedentered,date exitedwithrationale(if exited).Thislistshould beupdatedthroughout theyearandsubmitted attheendoftheyear. *Usetemplate*

Folder3-Schedules/ InstructionSamples(E4a) HowhastheTitleIteacheror contractorprovidedadditional instructionwhich 1.onlybenefitsidentified nonpublicstudents;and 2.iscomparableto participatingpublicschool students?

RequiredDocuments: *schedulesofclassroomteachers, interventionistandparticipating students RequiredContent: *namesofstudentsparticipatingin additionalinstruction *gradeleveland,asneeded, classroomareidentified *typeofactivityidentifiedforeach timeblock *typeofinstructionalstrategies implemented *verificationthatnonpublicservices beganaboutthesamedateas publicschoolservicesunless modifiedthroughconsultation AdditionalDocumentation Method(s): *Writtenagreement *activityplansorstudenttracking records *meetingminutes/notesindicating selectedstrategies *otherdocumentationcontaining requiredcontent

1) Schedulesofclassroom teacherswhohave studentsreceivingTitle Iservices.

2) ScheduleofTitleI teacherwithstudent first/lastname,grade level,classroom teacher,andsubject served

3) Samplesoftypesof instructionalstrategies implemented(lesson plans,studenttracking record,meetingnotes, etc.)

22

StudentFolders AfoldermustbesetupforeachstudentwhoreceivesTitleIservicesduringthe2019-2020 schoolyear.Thesefolderswillbecollectedattheendoftheyearwiththedocumentationfolder.

Pleasehavethefollowingdocumentationineachstudent’sTitleIFolder:

1. RecordofAccessForm-stapledinthefrontinsidecover 2. StudentFolderChecklist 3. CopyofTitleIStudentEligibilityNotificationwithdatesentdocumented 4. Completedattendancecard(s) 5. Progressreports 6. Testingresults 7. Formalcommunicationwithclassroomteacher(s) 8. Communicationwithparents 9. Samplesofstudentwork

23

PAYROLL

Pleaseusethefollowingformstoensurethatyouarepaidontimeandinfull.Besuretoputone payperiodperpaysheet.Failuretodosowillresultindelaysandrequireanewtimesheettobe completed.

24

2019-2020PayrollPickUpDates

PayrollpickupbeginstheMondayofthesecondweekofthepayperiod.Putyourtimesheetin thedesignatedspotbeforeyouleaveonFridayofweekone.PleasenotifytheOfficeofTitleI FederalProgramsat(651)7442143andyourassignedschooldesigneeifyouwillbeabsent.

Reminder:thereisatwoweekpaylag.Yourfirstpaycheckwillbeissuedon9/27/19.

DatePayPeriodStarts (Week1)

DatePayPeriodEnds (Week2)

DateTImesheettobePicked Up

8/31/19 9/13/19 9/9/19

9/14/19 9/27/19 9/23/19

9/28/19 10/11/19 10/7/19

10/12/19 10/25/19 10/21/19

10/26/19 11/8/19 11/4/19

11/9/19 11/22/19 11/11/19

11/23/19 12/6/19 12/2/19

12/7/19 12/20/19 12/16/19

12/21/19 1/3/20 12/30/19

1/4/20 1/17/20 1/13/20

1/18/20 1/31/20 1/27/20

2/1/20 2/14/20 2/10/20

2/15/20 2/28/20 2/24/20

2/29/20 3/13/20 3/9/20

3/14/20 3/27/20 3/23/20

3/28/20 4/10/20 4/6/20

4/11/20 4/24/20 4/20/20

4/25/20 5/8/20 5/4/20

5/9/20 5/22/20 5/18/20

5/23/20 6/5/20 6/1/20

25

Supplemental and Hourly Pay Request For TEACHERS only

Instructions: Use this form ONLY if your primary job is covered under the teacher contract. The purpose of this form is to report hours worked that are in addition to your regular assignment including hourly pay, supplemental pay, and miscellaneous temporary assignments. Complete sections A or B, plus C. Section C should be listed in hours. Forms are due to payroll on the Monday following payday to be paid on the next payroll.

Employee Name (Last, First, MI) Employee ID Primary Location (Home School)

Pay Period From: to Employee Signature:

NEW: Loss of prep pay, workshop pay, curriculum writing, professional development, and other general assignment tasks that were previously listed on this paper supplemental pay form should now be submitted electronically using the “Teacher Supplemental Pay E-form” available in PeopleSoft Self Service. Pre-approved pay for TEACHERS – Hourly rates in this section are identified in the teacher contract and subject to change with a new contract settlement.

Instructional Assignment - $27.85 per hr Other

Overnight Field Trip - $100 per night Split Class – $25.35/hr (select one:) 1 hr ½ hr

Workshop Presenter ECFE Hourly List teacher covered for below and date(s) in section c Tutoring ALC Hourly Election To Work Agreement (ETWA) Tchr Absent: Adult Basic Ed Hourly Evening HS (Please print ETWA forms on purple paper) NOTE: Split class max is # of class periods in a day Homebound Services Hospital Early Childhood Screening Extended Duty Year (TOSAs, Counselors, Athletic Directors)

(Check this box if reporting regular duty days that are beyond the typical classroom teacher schedule)

Other pay for TEACHERS – If paying a non-standard rate or amount, provide justification and documentation.

Regular Rate of Pay Other Hourly Rate*: Stipend Amt*:

*Justification of pay rate / amount:

Dates: Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri TOTAL

Hours Worked

Location of Hours Worked (if different than primary location)

Budget Code: NOTE: A budget code is required for these hours to be paid and it must be valid (xx-xxx-xxx-xxx-61xx-xxxx). Payroll will not process this form without a budget code.

Contact Name (printed): Phone # Contact E-mail:

Budget Administrator Name (printed): Program:

Budget Administrator Signature: Revised 6/20/19 PLN

2019-20

A

B

C

ORDERING

TeacherswhoworkintheTitleIprogramlocatedinnonpublicschoolsmayplaceordersforthe followingreasons:

● LightrefreshmentsforTitleIparentevents(6490) ● Instructionalmaterialsforstudents(6430) ● GeneralsuppliesforTitleIprogram(6401) ● iPadsforstudentuse(6432) ● PostagetomailhomeTitleIinformationtofamilies(6329)

Allordersmustmeetthefollowingcriteria:

● Isitreasonablemeaningistheamountrequestedtheamountaprudentpersonwould requestunderthesamecircumstances?

● Isitnecessary?Meaningistheitem(s)requestednecessarytotheoveralloperationofthe program?

● Isitallocable?Meaningisthecostobjectiveinaccordancewithrelativebenefits received?

Iftheanswertoallthreequestionsis‘yes’,thentheorderislikelyanappropriateTitleIexpense.

LightrefreshmentsareusedtoremovebarrierstoparentsattendingyourTitleIparentmeeting orevent.Pleasekeepinmindthateveryonewhosaystheyarecomingmaynotcomedueto circumstancesbeyondtheircontrol.Whenorderingfood,order25%lessthanwhatyouthink. Anyfoodnotconsumedatameetingmustgohomewithparents.Makesureyouhavebaggies orotherfoodcontainerstoassistfamilieswiththis.

InstructionalmaterialsareusedtosupporttheacademicactivitiesintheTitleIclassroom.These materialsareintendedtosupplementtoenhancetheacademicprogramofstudents,andprovide familieswithtechniquesorstrategiesthattheycanuseathometohelptheirstudentsachieve. Keepthisinmindwhenconsideringmaterialsforordering.Instructionalmaterialspurchasedwith TitleIfundscannotbeusedbynon-TitleIstudentsorfamilies.

Allmaterialsaremarkedorlabeledbeforebeingbroughttoyourbuilding,andmustbeaddedto yourTitleIinventorywhichisdueinMayofeachschoolyear.

ProcedureforOrderingMaterials ● Decidewhatyouwanttoorderbasedupontheneedsofyourstudents. ● CompleteaTitleIOrderForm.BesuretoincludetheISBNaswellasthecompletename

oftheitem.Makesureyouhavethecorrectcontactinformation(addresswithZIPcode, website,andphonenumber)forthecompany.Ifyouhaveacontactpersonthatyou’ve beenworkingwithbesuretoincludetheirinformationontheorderform.

● Putthepriceoftheitemontheorderform.Makesureyouaddtaxandshippingcharges. Ifyoudonotknowwhattheyare,contactthevendortogetit.

29

● Fillinthejustificationboxonpageone. ● Haveyourprincipalsignanddatetheorderform. ● SendthecompletedorderformtotheOfficeofTitleIFederalPrograms. ● Whenapproved,theOfficeofTitleIFederalProgramswillplaceandreceivetheorderfor

theschool. ● Whentheitemsarrive,materialswillbecheckedin,labeled,anddeliveredtotheschool.

ProcedureforOrderingFood ● TalktoprincipalandfamiliesaboutwhentoholdtheTitleIannualmeeting(donebefore

winterbreak). ● Makeaflyerforyourevent(templateavailable). ● Sendflyerstofamiliesatleasttwoweeksbeforetheevent. ● Decideiflightrefreshmentswillbeordered. ● CompleteTitleIOrderFormtorequestlightrefreshments/beverages/paper

products/plasticwarebaggies,etc. ● SendcompletedorderformtorequestformtotheOfficeofTitleIFederalPrograms. ● GatherreturnedRSVPsfromfamilies.CountthetotalnumberofpositiveRSVPsandlet

theOfficeofTitleIFederalProgramsknowthefinalcount. ● TheOfficeofTitleIFederalProgramswillpurchaselightrefreshmentsandarrange

delivery. ● Printoffdatedsign-insheets.Ensurefamiliessignin. ● Sendanyremainingfoodhomewithfamilies. ● Putcompletedsign-insheet(s)andsamplesofwhatwaspassedouttofamiliesinthe

2019-20DocumentationFolder.

ProcedureforOrderingPostage ● CheckwiththeOfficeofTitleIFederalProgramstomakesureyouhavefundsfor

postage. ● CompleteaTitleIOrderForm.ThevendorisUSPostalService. ● Haveyourprincipalsigntheorderform. ● Completetheboxonpageoneoftheorderform. ● EmailtheorderformtotheOfficeofTitleIFederalPrograms. ● TheOfficeofTitleIFederalProgramswillpurchaseandarrangedeliveryofthepostage.

Ifyouareseekingreimbursement,itmustbepreapproved.OntheTitleIForm,putyourname andaddressinthevendorboxandcompletetheform.Aftertheformissubmittedandapproved youmaypurchasetheitem.YouwillneedThisalsoneedspre-approvalandmustbesubmitted withoriginalreceipt(s)attached.Buyonlytheitemsthatreceivedpre-approval.

30

FORMS&COMMUNICATIONS

Theformsthatfollowcovermostcommunicationwithotherteachersinnonpublicschoolsand parentsofstudentsreceivingTitleIservices.ContacttheOfficeofTItleIFederalProgramsifyou wouldlikeelectronicversionsofanyforminthisbook.Additionalformsandpaperworkcanbe foundontheTitleIwebsite(spps.org/titleI)

31

Record of Access Student ESEA Title I Nonpublic School Student

DATE NAME RELATIONSHIP TO

STUDENT USE OF

INFORMATION

ESEA TITLE I STUDENT FOLDER CHECKLIST

Student Name

Last First MI

DOB: _________________ CIF#: _________________

◯ Record of Access Form

◯ Date of Title I Student Eligibility being sent

Progress Report (list dates sent) Make copies for principal and classroom teacher

Test Results: FAST

Reading Score

Math Score

Strengths/Growth Weaknesses

Fall Date: _______

Winter Date: _______

Spring Date: _______

Additional Comments

Communication with Parent/Guardian

Date Phone Call Note Home Other (explain)

◯ ◯ ◯

◯ ◯ ◯

◯ ◯ ◯

Communication with Classroom Teacher(s)

Date Teacher Name Teacher Comments (attach)

Attendance Record (attach card) ◯

Additional Parent Comments with Dates

2019-2020 Title I Student Eligibility Notification

To the Parents of _____________________________,

Your child was recommended by his/her classroom teacher as one who would benefit from additional academic support in reading and/or math and is eligible based on test scores to participate in Saint Paul Public Schools’ Title I Program.

The goal of our Title I program is to assist your child in developing and expanding their reading and/or math skills taught in the classroom. Please note, these services are provided in addition to the regular instruction your child is receiving in the classroom. Title I services are provided by a teacher through one-on-one or small group instruction at your child’s school. If you do not want your child to receive Title I services, please complete the bottom portion of this form and return it to your child’s classroom teacher.

Please feel free to contact your child’s teacher or the Title I teacher at your school if you have any questions about the program.

Sincerely,

Nancy DuBois

Supervisor, Office of Title I Federal Programs [email protected] 651-744-2143

Your child will immediately begin receiving Title I services. If you would like to decline services, please indicate so by signing and returning the bottom portion of this notification letter to your child’s classroom teacher.

No, I decline Title I services for my child, ___________________, for the 2019-2020 school year.

______________________________________________ _____________________

Parent Name Date

Please note: Unless the school receives your signature declining services, your child will be

immediately served by Title I.

Dismissal from Title I Services

Date _______________ Classroom Teacher ____________________________________

Child’s Name ____________________________________________ Grade __________

Dear Parent/Guardian,

Your child has started or will begin shortly, receiving additional academic support from Special Education. The level of support provided by special education is much more intense than the level provided by Title I. Therefore the supplemental academic support provided by Title I is no longer needed.

If you have any questions concerning this decision, please contact:

Nancy DuBois, Supervisor, Office of Title I Federal Programs at 651-744-2143

Please sign this release form acknowledging this decision and return it to the classroom teacher.

Date _______________

____________________________________________ Title I Teacher

Date _______________

____________________________________________ Classroom Teacher

Date _______________

____________________________________________ Principal

Date _______________

____________________________________________ Parent/Guardian





Following consultation between the Title I personnel, their supervisor, the classroom teacher, and the principal, it has been agreed that your child is not ready to accept the additional academic support in (READING or MATH), and will therefore be released from the program. Your child’s classroom performance in (READING or MATH) will continue to be monitored. If your child does not maintain expected levels of performance, he/she may have the opportunity to receive supplemental academic support in the Title I program if there is space and your child’s behavior demonstrates that they are ready/able to benefit from it.




Date _______________

____________________________________________ Title I Teacher

Date _______________


Date _______________

____________________________________________ Principal

Date _______________

____________________________________________ Parent/Guardian





Following consultation between your child’s classroom teacher, building principal and Title I personnel, it has been agreed that your child will be released from the program due to non-attendance. Your child’s classroom performance in (READING or MATH) will continue to be monitored. If your child does not maintain expected levels of performance, your child may again have the opportunity to receive supplemental academic support in the Title I program if there is space available.




Date _______________

____________________________________________ Title I Teacher

Date _______________


Date _______________

____________________________________________ Principal

Date _______________

____________________________________________ Parent/Guardian

ESEA Title I Progress Report

To the Parents of _____________________________,

Your child is receiving additional help in reading and/or math through the Saint Paul Public

Schools Title I Program. This support is provided through direct tutoring by a certified teacher.

This report is to inform you of your child’s progress in the area(s) in which he/she is receiving

services.

Grade Level:

Evaluation Date:

Reading Progress

Math Progress

Please contact me at __________________ or email me at ____________________________

with any questions or concerns.

Thank you,

Title I Teacher

Observation Form K-2

Title I Student ___________________________________________ Grade_________

Teacher__________________________________________ Date__________________

Please indicate the student’s current level of academic performance by circling “yes” or “no” for the following:

The student follows simple oral directions. Yes No

The student discriminates visual shapes, forms, and letters. Yes No

The student discriminates sound for letters of the alphabet. Yes No

The student understands the direction of conventional print and where a word begins and ends.

Yes No

The student constructs a simple message using invented spelling. Yes No

The student properly forms manuscript letters. Yes No

The student communicates effectively in one-on-one and small group situations. Yes No

The student listens to and can repeat rhymes, finger plays, songs, and poems. Yes No

The student can respond to a story or oral reading by retelling and summarizing a story, recalling important facts and details, arranging events in sequential order, and distinguishing between real and make-believe.

Yes No

The student acquires and understands an age-appropriate basic sight vocabulary.

Yes No

Please return to the Title I teacher ___________________________________ by

___________.

Thank you.

Nonpublic Targeted Assistance Schools 2019-2020 Title I Assessment Form (Kindergarten)

School ________________________________________ Teacher _______________________________

All criteria will be taken into account in determining the students with the greatest needs. AND

Students

Homeless Yes/No If yes, stop here

Previous Head Start/ Even Start Participant Yes/No If yes, stop here

2017-18 or 2018-19 Early Childhood Developmental Screening Instrument Yes/No If yes, go to Teacher judgement and Parent interview

Teacher Judgment confirms assessment results Yes/No

Parent supports selecting the child for service by Title I. Yes/No If Yes, date of meeting or phone call

CIF# Last Name First Name

Reading Readiness

Math Readiness

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Make additional copies as needed. Classroom Teacher Signature __________________________________ Date _____________

Nonpublic Targeted Assistance Schools 2019-2020 Title I Assessment Form (Gr. 1-2)

School ________________________________________ Teacher _______________________________ All criteria will be taken into account in determining the students with the greatest needs. AND

Students

Homeless Yes/No If yes, stop here

Previous Head Start/ Even Start Participant Yes/No If yes, stop here

Most Recent Standardized Test Scores Below the 30th Percentile Yes/No

2018-19 Report Card "Below Average" OR – Other developmentally appropriate assessment (applied systematically across the grade level) Yes/No

Teacher Judgment confirms assessment results Yes/No

Parent supports selecting the child for service by Title I. Yes/No If Yes, date of meeting or phone call

CIF# Last Name First Name

Rdg. Math Rdg. Math LA/E

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Make additional copies as needed. Classroom Teacher Signature __________________________________ Date _____________

NonpublicTargetedAssistanceSchools 2019-2020TitleIAssessmentForm(Gr.3-12)

School________________________________________ Teacher_______________________________Grade______ Allcriteriawillbetakenintoaccountindeterminingthestudentswiththegreatestneeds.

Students

Homeless Yes/No Ifyes, stophere

Returning from Neglected/Delinquent Institutions Yes/No Ifyes,stop here

2018-19Report Card"Below Average" Yes/No

MostRecent StandardizedTest ScoresBelowthe30th Percentile OR– MCAIILevels -DoesNotMeet Proficiency -PartiallyMeets Proficiency Yes/No

Other developmentally appropriate assessmentapplied acrossthegrade level Yes/No

CIF# LastName FirstName

Rdg. Math LA/E Rdg. Math LA/E Rdg. Math LA/E

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Makeadditionalcopiesasneeded.ClassroomTeacherSignature__________________________________Date_____________

TitleIStudentListFormTemplate FirstName LastName Address ZIPCode City Grade Instruction Teacher EnterDate LeaveDate Comments

Sample Student 1021MarionSt 55117 StPaul 1 Reading TeacherName 9/1/19 11/12/19 Testscoresindicateserviceisnolongerneeded.

Classroom Teacher Letter

To: Teachers of Title I Eligible Students

From: Nancy DuBois, Supervisor, Office of Title I Federal Programs

Date: September, 2019

Subject: Importance of Communication Forms

Title I in nonpublic schools is a targeted assistance supplemental program. The purpose of this program is to provide supplemental academic support to eligible Title I students attending nonpublic schools. The service the Title I teacher provides complements and supports learning in the classroom.

To ensure that the Title I instructional program is supporting the instruction of the regular classroom and promoting the academic achievement of the Title I student, it is vital that on-going formal communication occurs between the classroom teacher and the Title I teacher. This communication takes place via the communication forms that the Title I teacher provides to the classroom teacher at regular intervals (weekly, bi-weekly, etc).

It is essential that this communication form be returned to the Title I teacher in a timely manner. Without it they cannot adequately support the work done in the classroom and the student may not make all the gains they could or should make when both parties are working collaboratively. When these forms are given to you, I urge you to thoughtfully fill out and return them to the Title I teacher.

If you have any questions about this or other Title I issues feel free to call me at 651-744-2143 or email me at [email protected].

Thank you,

Nancy DuBois

Supervisor, Office of Title I Federal Programs [email protected] 651-744-2143

Coming together is a beginning; keeping together is progress; working together is success.

Henry Ford

Communication Form to Align Title I Instruction with Instruction in the Classroom

Date _______________

Title I Teacher ______________________________________________________________

Classroom Teacher __________________________________________________________

Names of Students:

Dear Classroom Teacher.

As the Title I teacher, I have filled in the appropriate information below. Please do the same in the areas marked “classroom teacher current objectives.” Please return the form to me by the date below so I know if the Title I program is supporting your instruction. You may want to keep a copy for your records.

Reading, Phonics, and Word Analysis Title I recently taught objectives __________________________________________________

___________________________________________________________________________

Classroom teacher current objectives ______________________________________________

___________________________________________________________________________

Reading Comprehension

Title I recently taught objectives __________________________________________________

___________________________________________________________________________


___________________________________________________________________________

Communication Form to Align Title I Instruction with Instruction in the Classroom (continued)

Math Computation Title I recently taught objectives __________________________________________________

___________________________________________________________________________


___________________________________________________________________________

Math Concepts and Application

Title I recently taught objectives __________________________________________________

___________________________________________________________________________


___________________________________________________________________________

Classroom teacher: Please check here ______ if you would like to meet with me to discuss classroom objectives.

Please return this form by ________________.

______________________________________

Title I Teacher

Date: ________________

Title I Teacher Communication Form

Teacher

_____________________________ Date _______________ Grade __________

Please indicate the skills you want your students to work on in Title I. Use the back of this page for additional comments.

Math Students:

Number Recognition

Counting

Addition Facts

Subtraction Facts

Multiplication Facts

Division Facts

Addition Computation (Simple or Complex)

Subtraction Computation (Simple Complex)

Multiplication Computation (Simple or Complex)

Division Computation (Simple or Complex)

Fractions

Decimals

Percents

Estimation

Time

Money

Measurement

Probability

Word Problems

Graphs/Charts

Return to the Title I teacher. Thank you.

Title I Teacher Communication Form Teacher

_____________________________ Date _______________ Grade __________

Please indicate the skills you want your students to work on in Title I. Use the back of this page for additional comments.

Reading Students

Letter Recognition

Letter Sounds

Blends/Diagraphs

Short Vowels

Long Vowels

Diagraphs/Diphthongs

R Vowels

Prefixes/Suffixes

Compound Words

Sight Words

Synonyms/Antonyms/Homonyms

Multiple Meanings

Main Idea

Facts/Details

Fact/Opinion

Inferences

Context Clues

Predicting

Mapping/Webbing

Fluency

Comprehension

Expression

Other

Vocabulary to reinforce:

Return to the Title I teacher. Thank you.

TitleIProgramCollaborationwithClassroomTeachers

Grade__________ UnitDates________________________________________________

NameofSchoolTeacher______________________________________________________

Subject:Reading

Thekeyobjectivesinreadingforthisunitare:

Booksrecommendedforoutofclass-timereading:

KeyconceptsthatTitleIshouldreinforce:

CommentsonclassroomperformanceofTitleIstudentsduringthepastunit:

Pleaseusethereversesideforadditionalcomments.

RequestmeetingwithTitleIteacher:______Yes______No

TitleIProgramCollaborationwithClassroomTeachers

Grade__________ UnitDates________________________________________________

NameofSchoolTeacher______________________________________________________

Subject:Mathematics

Thekeyobjectivesinmathematicsforthisunitare:

Practiceneededintheseskills:

KeyconceptsthatTitleIshouldreinforce:

CommentsonclassroomperformanceofTitleIstudentsduringthepastunit:

Pleaseusethereversesideforadditionalcomments.

RequestmeetingwithTitleIteacher:______Yes______No

End-of-Year Title I Survey for Private School Teachers The Title I teachers need input from you, the private school teachers, regarding the effectiveness of the Title I services provided to your students. Your comments and suggestions are greatly appreciated and will help with future planning.

What grade level did you teach during the 2019-2020 school year?

What areas did your students’ receive Title I supplemental instruction in?

◯ Reading ◯ Mathematics

Have Title I students in your class shown improved academic achievement?

◯ Yes ◯ No

How are you informed about your student's progress?

◯ In-person conference(s) with the Title I teacher

◯ Shared progress reports with the Title I teacher

◯ Other:

How often are students in the most need of assistance selected for Title I services?

Rarely ◯ ◯ ◯ ◯ ◯ Often

How often do you communicate with the Title I teacher?

◯ Daily ◯ Weekly ◯ Bi-weekly ◯ Monthly ◯ Other:

How do you communicate with the Title I teacher?

◯ In Person ◯ Through Forms ◯ Notes, Letters, etc ◯ Other

Please share any comments or suggestions for the Title I nonpublic program.