Title 1
Cambridge-Isanti School District
Today is: Friday,31 October,2014 01:04:56 AM

Title I Eligibility & Exit Criteria
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Title I Eligibility & Exit Criteria – Updated 8-22-12

KINDERGARTEN
READING:

Standardized Measures Used for Eligibility:     Early Literacy Measures - AIMSweb Letter Name Fluency (LNF) AIMSweb Letter Sound Fluency (LSF) AIMSweb Nonsense Word Fluency (NWF) & Classroom Teacher Assessment Scores, specifically the District developed and used district-wide, Kindergarten Checklist, will be used as additional measures as well.

  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on both the LNF & the LSF and at or below the cut-off scores.
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other the teacher can ask to have the student be given the Kdgtn – District Focus of Learning checklist to support their opinion that the student needs Title I services.

2.  If a student met the established criteria yet the teacher feels he/she should not have, the student will be given the Kdgtn - District Focus of Learning checklist to support their opinion that the student does not need services.   

MATH:

Standardized Measures Used for Eligibility:     Early Numeracy Measures - AIMSweb Oral Counting Fluency (OCF) + AIMSweb Number Identification Fluency (NIF) – AIMSweb Quantity Discrimination (QDM) & AIMSweb Missing Number (MNM) will be administered as well but will only be used as additional measures.

  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the OCF & NIF measures and at or below the set cut-off scores.
  • A list of eligible students will be sent to teachers
  • 1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the OCF but scored 32 on the NIF & the cut-off scores were OCF 6 or below and NIF 25 or below) the teacher can ask to have the student be given the Kdgtn – District initiated Focus of Learning checklist to support their opinion that the student needs Title I services.
2.  If a student met the established criteria yet the teacher feels he/she should not have, the student will be given the Kdgtn. District initiated Focus of Learning checklist to support their opinion that the student does not need services.   

GRADE 1

READING:

Standardized Measures Used for Eligibility:     Early Literacy Measures - AIMSweb Letter Sound Fluency (LSF) + AIMSweb Letter Name Fluency (LNF).  AIMSweb Nonsense Word Fluency (NWF) will be given as well as an additional measure
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on both the LSF & LNF measures and at or below the set cut-off scores.
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the LSF but scored 32 on the LNF & the cut-off scores were LSF 6 or below and LNF 25 or below) the teacher can ask to have the student be given the Grade 1 – Reading Street Placement test to support their opinion that the student needs Title I services.

2.  If a student met the established criteria yet the teacher feels he/she should not have, the student will be given the Grade 1 –Reading Street Placement Test to support their opinion that the student does not need services.   

MATH:

Measures Used for Eligibility:   AIMSweb Math Computation (M-COMP) + Title I Grade 1 Math Inventory (local measure)

  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on both measures and at or below the set cut-off scores.
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-COMP but a 19 on the Math Inventory & the cut-off scores were M-COMP 6 or below and Math Inventory 17 or below) the teacher will be asked to provide Everyday Math end of Unit Written Assessment scores which have been taken by the student prior to referral to Title I. If the referral is too early in the school year that no unit assessments have been completed the student’s score from the previous year’s “Everyday Math End of Year Assessment” will be used to support their opinion that the student needs Title I services.  All scores will be compared to individual class scores and grade level scores if available.

2.   If a teacher feels that a student is on the list and should not be, the teacher will be asked to provide Everyday Math end of Unit Written Assessment scores which have been taken by the student prior to referral to Title I. If the referral is too early in the school year that no unit assessments have been completed the student will be given the previous year’s “Everyday Math End of Year Assessment”  to support their opinion that the student needs Title I services.  All scores will be compared to individual class scores and grade level scores if available.  

GRADE 2

READING:
Standardized Measures Used for Eligibility:     AIMSweb Reading Curriculum Based Measurement (R-CBM) + NWEA RIT Scores
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores need to be below Grade Level Targets on both the R-CBM and NWEA and at or below the set cut-off scores.  
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the R-CBM but scored 180 on the NWEA measure & the cut-off scores were R-CBM 6 or below and NWEA 192) the teacher can ask to use the Reading Street Placement Test to support their opinion that the student needs Title I services.

2.  If a student met the established criteria yet the teacher feels he/she should not have, the Reading Street Placement Test score can be used to support their opinion that the student does not need services.   

MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and Title I Math Inventory
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the  student’s scores need to be below Grade Level Targets on the M-CAP & NWEA and at or below the set cut-off scores.
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Number Worlds Placement test to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Number Worlds Placement test. If the student scores high on this measure the decision can be made to not offer services.

GRADE 3

READING:

Standardized Measures Used for Eligibility:     AIMSweb Reading Curriculum Based Measurement (R-CBM) + NWEA RIT Scores
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on both the R-CBM & the NWEA measures and be at or below the set cut-off scores.  
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the R-CBM but scored 180 on the NWEA measure & the cut-off scores were R-CBM 6 or below and NWEA 192) the teacher can ask to use the Reading Street Placement Test to support their opinion that the student needs Title I services.

2.  If a student met the established criteria yet the teacher feels he/she should not have, the student’s Reading Street Placement Test score can be used to support their opinion that the student does not need services.   






MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and Title I Math Inventory
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on both the M-CAP & the NWEA measures and be at or below the set cut-off scores.  
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Number Worlds Placement test to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Number Worlds Placement test. If the student scores high on this measure the decision can be made to not offer services.

GRADE 4

READING:

Standardized Measures Used for Eligibility:     AIMSweb Reading Curriculum Based Measurement (R-CBM) + NWEA & MCA Scores
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, R-CBM & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
  • If a student did not meet the standards in MCA these scores take precedence over AIMSweb & NWEA.
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the R-CBM but scored 180 on the NWEA measure & the cut-off scores were R-CBM 6 or below and NWEA 192) the teacher can ask to use the Reading Street Placement test to support their opinion that the student needs Title I services.

2.  If a student met the established criteria yet the teacher feels he/she should not have the Reading Street Placement Test score can be used to support their opinion that the student does not need services.   

MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and MCA Scores.
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, M-CAP & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Number Worlds Placement test  to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Number Worlds Placement test. If the student scores high on this measure the decision can be made to not offer services.

GRADE 5

READING:

Standardized Measures Used for Eligibility:     AIMSweb Reading Curriculum Based Measurement (R-CBM) + NWEA & MCA Scores
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, R-CBM & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
  • If a student did not meet the standards in MCA these scores take precedence over AIMSweb & NWEA.
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the R-CBM but scored 180 on the NWEA measure & the cut-off scores were R-CBM 6 or below and NWEA 192) the teacher can ask to use the Reading Street Placement Test to support their opinion that the student needs Title I services.

2.  If a student met the established criteria yet the teacher feels he/she should not have, the Reading Street Placement Test score can be used to support their opinion that the student does not need services.   

MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and MCA’s Scores.
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, M-CAP & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Number Worlds Placement Test to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Number Worlds Placement Test. If the student scores high on this measure the decision can be made to not offer services.

GRADE 6

MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and MCA’s Scores.
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, M-CAP & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Accelerated Math Placement Test to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Accelerated Math Placement Test. If the student scores high on this measure the decision can be made to not offer services.

GRADE 7

MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and MCA’s Scores.
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, M-CAP & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Accelerated Math Placement test to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Accelerated Math Placement Test. If the student scores high on this measure the decision can be made to not offer services.

GRADE 8

MATH:           

Standardized Measures Used for Eligibility:     NWEA, AIMSweb Math Concepts and Applications (M-CAP), and MCA’s Scores.
  • cut-off scores will be set dependent upon the availability of Title I staff and current student scores.  In order to be eligible the student’s scores must be below Grade Level Targets on the MCA, M-CAP & the NWEA measures and be at or below the set cut-off scores.  (MCA – will typically take precedence)
  • A list of eligible students will be sent to teachers
1.  If a teacher has a student who met one cut-off score but not the other (for example Lynn scored a 6 on the M-CAP but a 180 on the NWEA measure & the cut-off scores were M-CAP 6 or below and NWEA 192) the teacher can ask that the student be given the Accelerated Math Placement Test to support their opinion that the student needs Title I services.

2.  If a teacher feels that a student is on the list and should not be, the student will be asked to complete the Accelerated Placement Test. If the student scores high on this measure the decision can be made to not offer services.

MISC. SCENARIOS:

  • If a student moves into the District during the year and the classroom teacher suspects that the he/she may need Title I Services the following tools will be used for criteria:
1.  Grade 1 Reading – Reading CBM Progress Monitoring Probe + Reading Street Placement Test
2.  Grade 1 Math – Math CBM Progress Monitoring Probe + Number Worlds Placement tests

1.  Grade 2 Reading - Reading CBM Progress Monitoring Probe + Reading Street Placement Test  
2.  Grade 2 Math -   Math Concepts & Applications (MCAP) Progress monitoring probe + Number Worlds Placement Test

  • Grade 3 Reading – Reading CBM Progress Monitoring Probe + Reading Street Placement Test
  •  Grade 3 Math -Math Concepts & Applications (MCAP) Progress Monitoring Probe + Number Worlds Placement Test
  • Grade 4 Reading –  Reading CBM Progress Monitoring Probe + Reading Street Placement Test
  • Grade 4 Math –Math Concepts & Applications (MCAP) Progress Monitoring Probe + Number Worlds Placement Test
  • Grade 5 Reading –  Reading CBM Progress Monitoring Probe + Reading Street Placement Test
  • Grade 5 Math – Math Concepts & Applications (MCAP) Progress Monitoring Probe + Number Worlds Placement Test
Note:  The student’s scores will be compared to the Progress Monitoring scores of the current Title I students at that time.  If the new student’s scores come in at the same level, they will be eligible for services (if there is room)

  • If a student who scored well in the Fall testing begins to plummet the following tools will be used for criteria:
1.  Grade 1 Reading – Reading CBM Progress Monitoring Probe + Reading Street Placement Test
2.  Grade 1 Math – Math CBM Progress Monitoring Probe + Number Worlds Placement Test

1.  Grade 2 Reading - Reading CBM Progress Monitoring Probe + Reading Street Placement Test.  
2.  Grade 2 Math– Math Concepts & Application (MCAP) Progress Monitor Probe + Number Worlds Placement Test

1.  Grade 3 Reading – Reading CBM Progress Monitoring Probe + Reading Street Placement Test
2.  Grade 3 Math– Math Concepts & Applications (MCAP) Progress Monitor Probe + Number Worlds Placement Test

1.  Grade 4 Reading – Reading CBM Progress Monitoring Probe + Reading Street Placement Test
2.  Grade 4 Math– Math Concepts & Applications (MCAP) Progress Monitor Probe + Number Worlds Placement Test

1.  Grade 5 Reading – Reading CBM Progress Monitoring Probe +
2.  Grade 5 Math– Math Concept & Applications (MCAP) Progress Monitor Probe + Number Worlds Placement Test


*       If a spot in Title I becomes available, the Title I teacher will consult the original list of student scores and will select the student with the lowest scores who is not receiving services.  They will notify the student’s teacher and the teacher can choose to agree with the selection or ask to have the student further assessed.

NOTE:  BEFORE ANY STUDENT IS ADDED TO TITLE I THE ORIGINAL LIST OF STUDENTS WILL BE CONSULTED TO SEE IF THERE IS SOMEONE NEXT IN LINE WHO NEEDS SERVICES BEFORE THE STUDENT BEING CONSIDERED.  


EXIT CRITERIA

GRADES 1 & 2 READING & MATH EXIT CRITERIA:
All Title I students will be weekly Progress Monitored using the AIMSweb Progress Monitoring Probes.  If a student consecutively scores 3 points above their goal line we will begin Progress Monitoring them with a probe at their grade level.  If they are able to score 3 consecutive times near their grade level mean it will be recommended that they be exited from services.

GRADES 3,4&5 READING EXIT CRITERIA:
All Title I students will be weekly Progress Monitored using the AIMSweb Progress Monitoring Probes.  If a student consecutively scores 3 points above their goal line we will begin Progress Monitoring them with a probe at their grade level.  If they are able to score 3 consecutive times near their grade level mean it will be recommended that they be exited from services.

GRADES 3,4& 5 MATH EXIT CRITERIA:
All Title I students will be weekly Progress Monitored using the AIMSweb Progress Monitoring Probes.   If a student consecutively scores 3 points above their goal line we will begin Progress Monitoring them with a probe at their grade level.  If they are able to score 3 consecutive data points near the grade level Target they be exited from services.

nnactas ndogress Monitored using the AIMSweb Progress Monitoring Probes.   If a student consecutively scores 3 points above their goal line we will begin Progress Monitoring them with a probe at their grade level.  If they are able to score 3 consecutive data points near the 50%ile on the AIMSweb Mathematics Computation Multi-Year Aggregate Growth Table (Fall, Winter, Spring depending on time of year determination is made) it will be recommended that they be exited from services.



















 Last Modified: 12 November,2012