Summary of Title I, Part A Requirements
Applicable for the 2016-17 Transition School Year from NCLB to ESSA
Item
2015-16 NCLB Requirement
2016-17 Transition Requirement
Reference Document
Citation
1
Ranking and Building Allocations
Title I funds are used for eligible attendance areas and follow the ranking and allocation rules. Sec
1113(a)(b)
Schoolwide Program
Only allowable costs may be charged to program(s). ESEA Title I, Part A, Sec 1114
Highly Qualified Teachers
Teachers assigned to Title I schools are highly qualified. Sec 1119(a)(1);34 CFR 200.57
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
ED ESSA Transition FAQ
Question C-7
2
3
This has changed.
Districts are no longer required to identify and document
"highly qualified teacher" (HQT) status for teachers.
See OPSI HQT Webpage
4
Paraeducator Qualifications
Paraeducators in Title I schoolwide schools and targeted assistance programs meet ESEA
requirements. Sec 1119(c)(1)(A)(B)(C)(i)(ii)(f)(g).
Same as 2015-16
Paraeducators must continue to meet the federal
standards used under NCLB
Note: ED’s May 4 FAQ deleted language on states and
districts not having to follow paraeducator requirements
that had been included in the Feb. 26 version.
5
6
7
Limits on the Use of Paraeducators within a Title I School
Title I Schools that did not meet both Adequate Yearly Progress and sufficient progress toward all
teachers being “Highly Qualified” in the prior school year are restricted in the number of paras
that could be hired.
Teacher and Para Qualifications—Information Parents/Families May Request
At the beginning of each school year, the district notifies parents in all Title I, Part A served
buildings that they may request information regarding the professional qualifications of the
student’s classroom teachers and paraeducators, when applicable. Sec 1111(h)(6)(A); 34 CFR
200.61(a).
Principal Attestation
The district ensures the principal of each school operating a program under Section 1114 and
1115 (Schoolwide Programs and Targeted Assistance Programs) attests annually in writing as to
whether such schools are in compliance with the requirements of NCLB Sec 1119:
 Teachers teaching in Title I schools are highly qualified. Sec 1119(a)(1);34 CFR 200.57
 Paraeducators in Title I schoolwide schools and targeted assistance programs meet ESEA
requirements. Sec 1119(c)(1)(A)(B)(C)(i)(ii)(f)(g).
Page 1 of 5
ED ESSA Transition FAQ
Questions A-4, C-7, and D-3
See Title I, Part A Guide to
Paraeducator
Requirements.
This has changed.
Districts are no longer restricted in the use of Title I, Part
A funds for hiring paraprofessionals.
ED ESSA Transition FAQ
Question D-2
Same as 2015-16
ED ESSA Transition FAQ
Question D-3
This has changed for 2016-17
Building principals do not need to provide attestation for
teachers.
ED ESSA Transition FAQ
Question A-4, C-7
Building principals do need to provide the attestation for
paraeducators.
Item
2015-16 NCLB Requirement
2016-17 Transition Requirement
Reference Document
Citation
8
Teacher Qualifications—Notice to Parents
The building provides timely notice to parents of students in Title I, Part A served schools if the
child has been assigned to be taught, or has been taught for four or more consecutive weeks, by a
teacher who is not highly qualified (as defined by NCLB). Sec 1111(h)(6)(B)(ii); 34 CFR 200.61(b)(2).
This has changed for 2016-17.
Buildings do not need to send out a letter to parents and
families on the highly qualified (HQ) status of their child’s
teacher or if the student has been taught for more than 4
weeks by a non-HQ teacher.
ED ESSA Transition FAQ
Question D-3
9
Annual District Report Card
The district annually provides a report card to parents and community. Sec 1111(h)(2)(B).
This has changed for 2016-17
The report card requirement continues.
ED ESSA Transition FAQ
Questions C-9 and C-10
There is no district-level NAEP data for District Report Card.
The required OSPI State NAEP report card for reading/math at grades 4 and 8 is at:
http://reportcard.ospi.k12.wa.us/naepCurrent.aspx?domain=NAEP&groupLevel=District&schoolId
=1&reportLevel=State&year=2012-13&gradeLevelId=4&waslCategory=1&yrs=2012-13
However, states and districts do not need to publish data
on:
1) AYP
2) AMO
3) Teacher quality information.
10
11
Report Card Information (all items required)
 A. State Assessment Data for district
 Disaggregated Student Achievement Data on state assessments
 Participation rates on state assessments
 B. NAEP – State NAEP percentage of students at each achievement level in reading and
mathematics for grades four and eight for “all students” groups (from OSPI state Report Card)
 C. District and School Improvement Status
 AYP Summary Data
 Data on student performance for “other academic indicators”
 D. District Improvement
 District is identified as District in Improvement Step 1 or Step 2 (please write N/A in an added
comment if district is not in a Step of Improvement).
Teacher Qualifications
 E. Teacher Qualifications
District Parent Involvement Policy Contains all of the required elements under Sec 1118. Please
see OSPI’s webpage:
 District/School Side-by-Side Policy Requirements
 Policy checklist — review your Title I, Part A parent and family engagement policy and
procedures.
 Policy Template for Parent Involvement (U.S. Department of Education)
1% Parent Involvement Funds
The district ensures parents have the opportunity to be involved in decisions regarding the 1%
parent involvement funds (applies only to districts that receive an allocation of $500,000 or
greater.). Sec 1118(a)(3). Please see survey and resources under “Funding:”
http://www.k12.wa.us/TitleI/FamilyInvolvement/District.aspx
Page 2 of 5
Note: Districts and schools do need to continue to report
their most recent district and school improvement status
on the report cards, including the priority and focus
school statuses.
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Item
2015-16 NCLB Requirement
2016-17 Transition Requirement
Reference Document
Citation
12
School (Building) Parent Involvement Policy
Contains all of the required elements under Sec 1118. Please see OSPI’s webpage:

District/School Side-by-Side Policy Requirements
 Policy checklist — review your Title I, Part A parent involvement policy and procedures.
 Policy template for schools
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
13
School-Parent Compact
The School Parent Compact is jointly developed with parents. Sec 1118 (d)(1)(2)(3)(A)(B)(C).
Complaint Procedures
Districts disseminate free of charge to parents of students, and to appropriate private school
officials or representatives, adequate information about the Title I, Part A written complaint
procedures for resolving issues of violation(s) of a Federal statute or regulation that applies to
Title I, Part A programs). Chapter 392-168 WAC Special Services Programs-Citizen Complaint
Procedures for Certain Categorical Federal Programs.
http://www.k12.wa.us/TitleI/CitizenComplaint.aspx
Schoolwide Program
Each Title I schoolwide building has a schoolwide building plan that contains the ten (10)
component requirements and evidence the plan has been implemented. Sec 1114(b)(1); 34 CFR
200.25. See OSPI’s Schoolwide Plan Webpage.
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
ED ESSA Transition FAQ
Question A-4
14
15
Same as 2015-16
Same as 2015-16
Note—Components 3 and 7 refer to Highly Qualified (HQ)
Staff. While HQT is gone, the intent of Schoolwide Plans
remains.
ED ESSA Transition FAQ
Question A-4
For component 3, schools need to address to address
instructional staffing assignments and quality.
For component 7, schools need to address the strategies
used to recruit and retain instructional staff.
16
Schoolwide Program Evaluation
The Schoolwide Program is evaluated annually. Sec 1114(b)(2)(B)(iii); CFR 200.26(c).
 A. Current, dated, annual Schoolwide evaluation for each monitored Schoolwide building
(below) OR
 B. Current, integrated Indistar/Schoolwide annual evaluation for each building monitored and
supportive evidence (below):
 Description of annual Schoolwide program evaluation process.
 Description of strategies and best practices to impact student achievement.
 Data which support the program is increasing student achievement, particularly for those
students furthest from achieving state standards.
Page 3 of 5
Please see OSPI’s Schoolwide Plan Webpage for a list of
essential questions for each component to address in the
schoolwide plan.
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Item
2015-16 NCLB Requirement
2016-17 Transition Requirement
Reference Document
Citation
17
Targeted Assistance Program
Each Targeted Assistance Program Plan meets the eight (8) component requirements and
evidence the plan has been implemented. Sec 1115 (c)(1)(A-H). See OSPI’s Targeted Assistance
Plan Webpage.
Same as 2015-16
Note—Components 3 and 7 refers to Highly Qualified
(HQ) Staff. While HQT is gone, the intent of Targeted
Assistance Plans remains.
ED ESSA Transition FAQ
Question A-4
For component 5, schools need to address to address
instructional assignments quality.
Please see OSPI’s Targeted Assistance Plan Webpage for a
list of essential questions for each component to address
in the Targeted Assistance Plan.
18
19
20
Targeted Assistance Program Evaluation
The Targeted Assistance Program shall be reviewed on an ongoing basis. Sec 1115(c)(2)(B).
A. Principal and/or staff provide written description of the Targeted Assistance model for each
Targeted Assistance building monitored (below) OR
B. Integrated Indistar/Targeted Assistance program evaluation for each Targeted Assistance
building monitored (examples of evidence):
 Description of annual Targeted Assistance program evaluation process.
 Description of strategies and best practices to impact student achievement. Data results
which support that the program is effective in increasing student achievement for students
furthest from achieving state standards.
Targeted Assistance Students
Each Targeted Assistance model shall identify eligible children for services through the rank order
list. Sec 1112(b)(1)(H); Sec 1115 (a)(1)(B).
Title I Required Set-Asides
Charges to federal grants are charged & documented appropriately. OMB Circular A 87,
Attachment B.
 Parent Involvement (1%, if over $500,000 allocation). Sec 1118(a)(3); 34 CFR 200.65.
 Private schools (if applicable). Sec 1120(c).
 Neglected students. Sec 1113(c)(3)(B-C); Sec 1115(b)(3).
 Homeless students. Sec 1113(c)(3)(A); Sec 1115(b)(3).
 10% PD building level if in school improvement. Sec 1116(3)(A)(iii).
 10% PD district level if in district improvement. Sec 1116(c)(7)(A)(iii).
Note: Districts in a step of improvement must set aside 10% of the district’s Title I, Part A
allocation for Professional Development Activities to address the reason(s) for which it is in
improvement status. Each school receiving Title I, Part A that is in a step of improvement must
continue to set aside 10% of its building allocation for professional development activities to
address the reason(s) for which it is in improvement status. A building’s professional development
set aside may continue to help meet the district’s 10% set aside obligation.
Page 4 of 5
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Same as 2015-16
ED ESSA Transition FAQ
Question A-4
Item
2015-16 NCLB Requirement
2016-17 Transition Requirement
Reference Document
Citation
21
Public School Choice (PSC) and Supplemental Education Services (SES), if required
This has changed for 2016-17
Districts do not need to provide PSC transportation or SES
in the 2016–17 school year.
ED ESSA Transition FAQ
Questions C-4, C-5




Set aside of Up to 20% for PSC and SES. Sec 1116; 34 CFR 200.44-45.
Timely communication with parents regarding PSC. [34 C.F.R. §§200.39(c)(1)(i); 200.42(b)(5);
200.43(b)(5); 200.43(c)(1)(iii)].
Timely communication with parents regarding elements of SES. [Section 1116(e)(2)(A); 34
C.F.R. §200.46(a].
District enters into SES provider agreements based on parent selection, protects student
privacy, and ensures students with LEP or disabilities receive appropriate services. [Section
1116(e); 34 C.F.R. §200.46].
OSPI Transition Plan
Districts not offering SES or PSC transportation services in
the 2016–17 school year do need to inform families of
students receiving SES and PSC transportation that
services will not continue. The district must allow a child
who previously transferred to a school under PSC to stay
in that school. The child may stay at the school through its
highest grade.
Note: there are
implications for private
school equitable share
based on how districts set
aside funds for this item.
Please see question C-5 for
additional information.
Instead of providing PSC/SES, districts may set aside up to
20 percent of their Title I, Part A funds for Priority and
Focus Title I school buildings to implement strategies that
improve student outcomes. This would be addition to
their Priority and Focus grants. See OSPI Transition Plan
for more details.
22
District and School Improvement Plans
The district and schools develop or revise improvement plans for each district and school identified
for improvement. Plans must be developed in consultation with parents, community, district, and
outside experts. Sec 1116.
This has changed for 2016-17
Most schools and districts do not need to update their
school and district improvement plans for 2016–
17. They need to continue implementing their existing
plans.
However, districts and schools in the following
circumstances must update their plans:
1. The school and/or district did not meet the 95 percent
student participation rate for state assessments. OR
2. The school and/or district is required to update their
improvement plans in the Indistar tool. The update must
continue to integrate the requirements of Title I and the
Office of Student and School Success.
This situation applies to:
A. Priority or Focus Schools
B. Schools receiving a School Improvement Grant
C. Schools within a Required Action District
Page 5 of 5
ED ESSA Transition FAQ
Questions C-4, C-5
OSPI Transition Plan