Title 1 Services Edstar was helping a Title 1 elementary school write its School Improvement Plan. We started by using their school data to make a Data Profile for them, so they could visualize their school in terms of data. We inventoried the remedial programs and services they already offered, and helped them identify clearly who the target group was for each of them in terms of academic data. We wanted to determine whether services were aligned to student needs in terms of academic data. They could not describe the programs they offered in terms of academic goals or targeted populations other than to describe them as being for low-income or minority students, or students referred by teachers. They had no over-arching records of which students got which services. All the staff members kept their own records their own way. The person running each program or service knew who they served, but many of them couldn’t produce a list. They had files on each student. They tried to put together a file of students and services from everyone's records, but none of the staff had the right skills for doing this, and they were not able to. We helped them put together a master data set of all services, and which students got them. We created an electronic file that contained all programs, which students were in those programs, information about who the intended target group was in terms of academic data, the program goals, and relevant data. From this data set, we could see that many students who were scoring at or above grade level were getting pulled from core courses to receive remedial services that they did not need. Some students were receiving the same service twice, from two different staff members. Many students who were in the target group for services were not getting them. They decided that before starting any new programs or initiatives, they would use this information to get the students aligned with the proper services and stop providing services to students who did not need them. They would also start using our record-keeping system (a simple, well-designed spreadsheet) so that they would have a big picture of who was getting what services that they could compare with the data.Which beliefs are influencing their Equity Lens? Click to check your answer. B.1 Cause and Effect B.2 Expert vs. Evidence B.3 What At-Risk Means B.4 Desired Outcomes and Goals B.5 What is STEM and Why We Need to Fill STEM Pipeline Which skills are influencing their Equity Lens? Click to check your answer. S.1 Knowing What Can Be Known S.2 How to Identify Kids to Align Services S.3 How to Classify Things S.4 Working With Data S.5 Understanding Data Details S.6 Understanding Federal Data-Handling Laws BeliefsB.1 Cause and Effect They thought the low-income students would always need these services, not that they would get on track and then no longer need them. They had viewed their Title 1 interventions as raising the quality of life for the low-income students. They did not look at the interventions in terms of whether they might result in greater academic success. B.2 Cause and Effect NA B3. What At-Risk Means The most commonly reported way of determining whether a student needed remedial services was the quality of the mother's pocketbook. They thought that students who belong to subgroups with higher percentages of students who are below grade level are all academically at risk. Even if they are proficient now, they are not likely to stay that way without remedial work. B.4 Desired Outcomes and Goals They had not previously had any measurable goals or objectives for the students who received the services. B.5 What is STEM and Why We Need to Fill STEM Pipeline NA SkillsS.1 Knowing What Can Be Known NA S.2 How to Identify Kids to Align Services Because they believed simply being (thought to be) low-income students meant that they would benefit from the Title 1 service during the school day, they identified students using signs that they associated with being poor. S.3 How to Classify Things NA S.4 Working With Data Once Edstar set up spreadsheets for them to use, they were able to use them to keep well-organized relevant records. No staff had any skills for designing data collection systems, organizing data, or identifying relevant data. S.5 Understanding Data Details NA S.6 Understanding Federal Data-Handling Laws NA Δ