A school with a Title I Targeted Assistance program, which is primarily addressed in Section 1115 of Title I, Part A, is one that receives Part A funds, yet is ineligible or has chosen not to operate a Title I schoolwide program. Academic support and services are provided to a select group of students identified as failing – or at most risk of failing – to meet the State’s challenging content and student performance standards in reading and mathematics.
A Title I Targeted Assistance Program provides the following academic assistance and interventions:
- Pull-Out Program: Title I students receive intervention outside the core academic classroom during the regular day instructional schedule from an HQ specialist or from an HQ paraprofessional supervised by an HQ teacher.
- Push-In Program: Title I students receive intervention within the classroom from the HQ teacher, HQ reading or mathematics specialist, or an HQ paraprofessional supervised by the HQ instructor.
- Before/After School: Title I students receive intervention beyond the regular day instructional schedule — Before or After School, Saturday School, Intersession – from an HQ specialist or an HQ paraprofessional supervised by an HQ instructor. This is not homework help or tutoring.
Identifying Students Most Academically at Risk for Academic Assistance and Interventions
Title I Targeted Assistance schools must rank order students based upon primary criteria (the driving criteria determining eligibility), secondary criteria (qualitative data), and talking point (qualitative data) in order to determine which students are most academically at risk and therefore eligible for Title I Targeted Assistance services.
Supplement, Not Supplant
Title I Targeted Assistance schools must ensure that services provided by Title I personnel and all instructional materials for the Title I program, regardless of the model of delivery used, are supplemental. The supplementary service the Title I program provides exists solely to give the academically at-risk student more opportunities for instruction than the regular education provides. Therefore, funds may not be used as general aid to the regular classroom.