A Principal’s Guide to Title I,
Part A and LAP Requirements
The Basics
• Signed into law in 1964 by President
Johnson, next reauthorization was to have
been 2007; will be?? Waivers have been
approved for 2012-13
• Allocations to district based on census
data and expenditures, NOT on free and
reduced percentages
• Two models: schoolwide OR targeted
assistance
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School Allocations
• Districts receiving Title I, Part A funds must first
deduct set asides
• Balance is allocated to schools based on rules
– Schools with over 75% poverty must be
served
– Amount to school based on per pupil amount,
not total school expenditure
– Schools with higher poverty must be allocated
at least as much or more per pupil than a
school with lower poverty
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Supplement vs. Supplant
Three presumptions of supplanting for targeted
assistance schools and districts:
1. Service or supply was funded with other
sources in prior year
2. Service is required by another state or
federal program
3. Same service or supply provided with other
resources to non-Title I, Part A or Part C
students
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Supplement vs. Supplant
• For Title I, Part A schoolwide schools:
– Use federal funds only to supplement the
amount funds which would be made available
from non-federal sources
– Must provide all state and local funds to which
the school is entitled
– Generally, this means showing at school used
at least as much in state and local funding as
prior year
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Targeted Assistance Model
ESEA Section 1115
• Only option for schools with less than 40%
poverty (exception for schools with graduation rate less than
60%)
• Serves only designated students based
on rank order list
• Rank order list must include multiple
assessments, teacher input, parent input,
and may include other criteria
• Document!
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Schoolwide Programs
ESEA Section 1114
• Option for schools with 40% or more poverty
• Can combine some, but not all programs
• Can reach any student needing services (no
rank order, more fluid groupings)
• Must meet intent and purpose of programs
• Written plan must contain all 10 components
and implement them
• Successful schoolwide model requires the
commitment from entire school and generally a
year planning process
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Schoolwide Programs
ESEA Section 1114
• “Schoolwide” can mean two things
– Everything in entire school and/or
– One type of Title I, Part A reform process and
delivery model
• Option for schools with over 40% poverty
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Schoolwide Components
1.
2.
3.
4.
5.
Comprehensive needs assessment
Reform strategies
Instruction by highly-qualified staff
Professional development activities
Strategies to attract highly-qualified teachers to
high need schools
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Schoolwide Components (cont.)
6.
7.
8.
9.
Strategies to increase parental involvement
Transition plans (preschool, grade-to-grade)
Include teachers in assessment decisions
Describe strategies used for low-achieving
students
10. Coordinate and integrate federal, state and
local programs and services
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Elements Common to Both Targeted
Assistance and Schoolwide Models
•
•
•
•
•
•
•
Comprehensive needs assessment
Research-based instructional strategies
Instruction by highly-qualified staff
Professional development plan
Inclusion in the school improvement planning process
Building/school parent involvement plan and activities
Identify students not meeting state standards and
describe strategies used
• Coordination with other programs
• Annual evaluation
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Time and Effort Requirements
OMB Circular A87; 2 CFR Section 225
• All federal programs require some type of time
and effort reporting
• Multiple cost objective=monthly time report must
be signed by employee
• Single cost objective=semi-annual certification
• Schoolwide program is a single cost objective
– Can be met with a semi-annual certification
– May be signed by the school principal
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Schoolwide Program
Cannot Include
State Transitional Bilingual
State Special Ed
State Highly Capable
Schoolwide Program
Restricted
Migrant
Indian Education
Federal Special Ed
LAP
Title I, Part A (Disadvantaged)
BEA
Local Funding
Most ED programs
• Title II, Part A, Title III, etc.
Local Levy
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Parent Notifications
Beginning of the School Year
• Letters sent to parents prior to beginning of school:
– Each parent in a Title I, Part A funded school has the
right to request qualifications of child(ren)’s teachers
and instructional paraprofessionals (ESEA 1111)
– Annual Measurable Objective (AMO) status and
options if school did not meet AMOs
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Additional Items to Distribute
to Parents
•
•
•
•
Parent-teacher-student compact
Building/school parent involvement plan
Schedule of required conferences
Date of meeting to describe Title I, Part A
program and communicate strategies; additional
meetings may be scheduled
• Notification if child is taught by non highlyqualified teacher or paraprofessional for more
than 20 days
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Building Parent Involvement Plan
ESEA Section 1118
• Parents, including Title I, Part A parents, must be
involved in designing and annually evaluating parent
involvement policy and compacts
• Plan must address barriers to effective parent
involvement and strategies to reduce
• Title I, Part A can pay for child care, transportation, and
light refreshment for parent meetings
• Need to address the training of parents about academic
achievement
• Coordination with other programs that have parent
involvement requirements
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Principal Attestation
(Certification of Highly-Qualified Staff)
• Must be signed by principal (ESEA 1119)
• Copies must be maintained
– At school receiving Title I, Part A funds
• Targeted Assistance
• Schoolwide Program
– At the district office
– Available to public on request
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Professional Development
ESEA Section 1119
• Ensure staff is highly qualified and complete attestation
• Must align with the school’s school improvement plan
and be data-driven
• Research-based and sustainable
• Coordination with other federal and state programs
encouraged
• Title I, Part A can pay for some professional
development for Title I, Part A staff; check with your Title
I, Part A Director
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Paraprofessional Duties
ESEA Section 1119
• Teacher provides assessment, lesson
plans, and modify instruction based on
evaluation
• Paraprofessionals may instruct in small
groups or tutor one-to-one if supervised
by highly-qualified teacher in close
proximity
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Paraprofessionals
Duties and Responsibilities
Title I, Part A paraprofessionals can perform
non-instructional duties if:
– Other paraprofessionals in school are
performing for like period of time; and
– Small amount of work day (Rule of
Thumb=5%)-use caution; this can be a
gray area
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Learning Assistance Program
(LAP)
• State formula allocation
• Serves students in grades K-12 not meeting
standard on assessment (state and district)
• Can be combined into a Title I, Part A
schoolwide model but can only serve students
not meeting grade level on state and district
assessments
• Provides a variety of program services
• Extended learning opportunities grades 11 & 12
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Learning Assistance Program
(LAP)
• All students served must have a student
learning plan containing four elements;
– Goals
– Roles of parent(s), teacher(s) and student
– Communication
– Evidence of review and adjustment
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Learning Assistance Program
LAP
• Does not have to be allocated to schools
based on poverty rank order like Title I,
Part A ; serves students not meeting
assessment standard
• Can be allocated to any public school but
not private schools
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Questions
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