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Fairfield Community School District

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K-5 Title I Program Identification

Talented and Gifted Follows Suit

2013-14 marks a much-needed change in identifying students for elementary Title I services. The elementary Title team first practiced the new identification procedures for summer school and have been refining the format for fall program identification. The major crux of the issue is simple. Too many kids, not enough interventionists. The federal Title program has moved from an ambiguous analysis of multiple data points to a tiered identification system. The identification process is housed in an excel spreadsheet and follows these guidelines:

a)     Identify and rank gr. 2-6 IA Assessment data according to highest need on a 3 point
        scale.   The lower the NSS score, the higher the need ranking. IA Assessments take their 
        position as the district’s universal screener. The ranked NSS score range makes it possible 
        to identify more potential Title candidates.

b)     Identify and rank gr. K-6 data according to highest need based on a 3 point scale for every 
        grade level spring benchmark literacy assessment. 

c)    d)     Classroom teacher identification and needs ranking based on collected student evidence. 
        This final data point represents the program's last problem to solve. What should the data be? How do 
        a teacher distinguish between ample evidence and the learning to take place throughout the 
        year?  

e)      After all data points are ranked, the composite needs ranking is totaled and scaled: high, 
        some, low, and no.

f)      Based on programming best practice of group size, the highest need students in each 
        building are identified for service.

Talented and Gifted Follows Suit

In step with program identification as followed for Title I, the elementary TAG program has also taken measures for a tiered approach for identification. The goal with TAG program identification is to screen for all facets of giftedness by applying the concept of needs ranking to: Gr. 2 OLSAT scores for students in gr. 2, 3, and 4, Gr. 5 OLSAT scores for students in gr. 5, 6, 7, and 8. In addition, teacher/parent recommendations will now be captured in a scaled, adapted Renzulli checklist. One data point that still offers a problem to solved is quarterly reporting-how do we rank a 5 point scale in terms of TAG programming needs assessment? After all data points are ranked, the composite needs ranking is totaled and scaled: high, some, low, and no need for TAG services. One of the key components to consistent, comprehensive program identification is to have classroom teachers recommend students for next year’s services in the springtime.