Summary of Title I, Part A Requirements
Applicable Beginning 2016–17 School Year
Transition from NCLB to ESSA
Updated August 2, 2016
Item
2015–16 NCLB Requirement
2016–17 Transition Requirement
Reference Document
Citation
ED ESSA Transition FAQ
Question A-4
1
Ranking and Building Allocations
Title I, Part A funds are used for eligible attendance areas and follow the ranking and
allocation rules. Sec. 1113(a)(b)
Same as 2015–16
2
Schoolwide Program
Only allowable costs may be charged to program(s). ESEA Title I, Part A. Sec. 1114
Same as 2015–16
ED ESSA Transition FAQ
Question A-4
3
Highly Qualified Teachers
Teachers assigned to Title I, Part A schools are highly qualified. Sec. 1119(a)(1); 34
CFR 200.57
This Has Changed
Districts are no longer required to identify and
document “highly qualified teacher” (HQT)
status for teachers.
ED ESSA Transition FAQ
Question C-7
See OSPI HQT Webpage
Update 8/2/16:
During 2016–17 transition year from NCLB to
ESSA, the LEA must ensure that all teachers
charged to Title I, Part A funds meet applicable
state certification and licensure requirements.
The requirements must be met before the
teacher can be charged to the grant.
A teacher charged to Title I, Part A may be out
of field or out of endorsement for the 2016–17
school year, as long as the school board
approved the placement (per WAC 181-82110). School board approval must be in place
prior to the date the teacher was charged to
Title I, Part A funds.
4
5
Paraeducator Qualifications
Paraeducators in Title I, Part A schoolwide schools and targeted assistance programs
meet ESEA requirements. Sec. 1119(c)(1)(A)(B)(C)(i)(ii)(f)(g)
Limits on the Use of Paraeducators within a Title I, Part A School
Title I, Part A Schools that did not meet both Adequate Yearly Progress (AYP) 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.
Same as 2015–16
Paraeducators must continue to meet the
federal standards used under NCLB.
ED ESSA Transition FAQ
Questions A-4, C-7, and D3
Note: ED’s May 4 FAQ deleted language on
states and districts not having to follow
paraeducator requirements that had been
included in the February 26 version.
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
Item
2015–16 NCLB Requirement
2016–17 Transition Requirement
6
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 Aserved 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)
Same as 2015–16
7
Principal Attestation
The district ensures the principal of each school operating a program under
Sec. 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, Part A schools are highly qualified. Sec.
1119(a)(1); 34 CFR 200.57
 Paraeducators in Title I, Part A schoolwide schools and targeted assistance
programs meet ESEA requirements. Sec. 1119(c)(1)(A)(B)(C)(i)(ii)(f)(g)
This Has Changed
Building principals do not need to provide
attestation for teachers.
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
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 four
weeks by a non-HQ teacher.
ED ESSA Transition F
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
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=201213&gradeLevelId=4&waslCategory=1&yrs=2012-13.
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
math 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.
Teacher Qualifications
E. Teacher Qualifications
Reference Document
Citation
ED ESSA Transition FAQ
Question D-3
ED ESSA Transition
FAQ
Question A-4, C-7
Building principals do need to provide
attestation for paraeducators.
However, states and districts do not need to
publish data on:
1) AYP
2) AMO
3) Teacher Quality Information
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.
Item
2015–16 NCLB Requirement
2016–17 Transition Requirement
Reference Document
Citation
ED ESSA Transition FAQ
Question A-4
10
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)
Same as 2015–16
11
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)
Same as 2015–16
ED ESSA Transition FAQ
Question A-4
See survey and resources under “Funding”
http://www.k12.wa.us/TitleI/FamilyInvolvement/District.aspx
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)
Same as 2015–16
ED ESSA Transition FAQ
Question A-4
14
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
Same as 2015–16
ED ESSA Transition FAQ
Question A-4
Item
2015–16 NCLB Requirement
2016–17 Transition Requirement
15
Schoolwide Program
Each Title I, Part A 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
Note: Components 3 and 7 refer to HQ staff.
While HQT is gone, the intent of schoolwide
plans remains.
Reference Document
Citation
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)
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
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.

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.
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 refer to HQ staff.
While HQT is gone, the intent of targeted
assistance plans remains.
For component 5, schools need 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.
ED ESSA Transition FAQ
Question A-4
Item
2015–16 NCLB Requirement
2016–17 Transition Requirement
18
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 Program Evaluation
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, Part A Required Set-Asides
Charges to federal grants are charged and documented appropriately.
 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% Professional Development (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)
Same as 2015–16
19
20
Note: Districts in a step of improvement must set aside 10% of the district’s Title I, Part
A allocation for PD activities to address the reason(s) for which it is in improvement
status. Each school receiving Title I, Part A funds that is in a step of improvement must
continue to set aside 10% of its building allocation for PD activities to address the
reason(s) for which it is in improvement status. A building’s PD set aside may continue
to help meet the district’s 10% set aside obligation.
Reference Document
Citation
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
21
Public School Choice (PSC) and Supplemental Education Services (SES)
(If required)
This Has Changed
Districts do not need to provide PSC
transportation or SES in the 2016–17 school
year.




Set aside up to 20% for PSC and SES. Sec. 1116; 34 CFR 200.44-45
Timely communication with parents regarding PSC. 34 CFR §§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. Sec.
1116(e)(2)(A); 34 CFR §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. Sec. 1116(e); 34 CFR §200.46
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.
Reference Document
Citation
ED ESSA Transition FAQ
Questions C-4, C-5
OSPI Transition Plan
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, Part A
school buildings to implement strategies that
improve student outcomes. This would be in
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
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.
Update 8/2/16:
The above applies to schools with N<30. They
do not need to update—they may continue to
follow 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, Part A
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
ED ESSA Transition FAQ
Questions C-4, C-5
OSPI Transition Plan