Title I, Part A
Fall 2008
Brief History of Title I, Part A
As part of LBJ’s
“War on Poverty”,
the Elementary and
Secondary Education Act
of 1965 (ESEA) was
passed to strengthen and
improve educational
quality and educational
opportunities in the
nation’s elementary and
secondary schools.
Intent and Purpose of
Title I
• Purpose:
– Provide opportunities for children
served to acquire the knowledge and
skills contained in the state content
standards (TEKS) and to meet the state
performance standards (TAKS)
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Overview of Title I
4
Intent of Title I, Part A
Campus Allocation
 Title I, Part A funds should go to
serve the highest poverty
schools
A campus will be considered to meet
the requirements of a schoolwide
program if :
•
School meets schoolwide poverty threshold of
(40%) for eligibility;
• School is designed to promote schoolwide reform
and to support students in their achievement
toward meeting the State’s challenging student
academic performance standards;
• If the program is designed to meet the
educational needs of all children in school,
particularly students who are failing or at risk of
failing;
• If the school uses the State’s assessment system
to review the effectiveness of the program.
Schoolwide Eligibility
Threshold
• The School wide eligibility threshold is
40%;
• The threshold is determined by the
number of students meeting the criteria
for the Free/Reduced lunch program;
• This percentage determines the amount of
Title I funds the district receives.
Title I, Part A
General Requirements
• Schools must implement Parents Right-to-Know in accordance
with P.L. 107-110, Section 1111 (h)(6);
• Develop school-parent compacts jointly with parents;
• Provide information to parents in language the parents
understand;
• Develop District and campus Parent Involvement Policies;
• Implement Section 1304.21 of Head Start Standards if
implementing pre-school programs;
• Integrate and coordinate Title I, Part A professional
development and services with other educational programs;
• Provide additional assistance to students identified as needing
help to meet performance standards;
• Include in the Campus Improvement Plan, a plan to ensure that
all teachers meet Highly Qualified criteria.
Parent Notification
A school receiving Title I, Part A
funds must provide each individual
parent—
• the child’s level of achievement in
each state academic assessment, and
• timely notice if the child has been
assigned or taught for 4 or more
consecutive weeks by a teacher who
is not highly qualified.
Reservation of Funds
1. Comparable services
2.
3.
4.
5.
6.
a) Homeless students in non-participating
schools
b) Students in Neglected Facilities
School Improvement Requirements
Professional Development
Parental Involvement
Private School Programs
Preschool, Summer School,
Intercession Programs
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Campus Allocations
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Policy Guidelines
•
The application of these principles
are based on the fundamental
premises that:
1. LEAs are responsible for the
efficient and effective
administration of Federal monies
through the application of sound
management practice.
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Allowable Expenditures
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Policy Guidelines
2. LEAs assume responsibility for
administering Federal funds in a
manner consistent with
underlying agreements, program
objectives, and the terms and
conditions of the Federal
application.
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Allowable Expenditures
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Policy Guidelines
3. Each LEA, in recognition of its own
unique combination of staff, facilities,
and experience, will have the primary
responsibility for employing whatever
form of organization and management
techniques may be necessary to
assure proper and efficient
administration of Federal funds.
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Allowable Expenditures
13
Campus Improvement Plan
“Schoolwide Campus”
must:
• Clearly incorporate the Ten Components of a
Schoolwide program;
• Describe how the school will use Title I, Part A
resources and other funds to incorporate the ten
components;
• Include a list of state and federal programs whose
funds will be combined
• Describe how the intent and purposes of the other
federal programs will be met;
• Include sufficient activities to address the needs of
the intended beneficiaries of all involved programs.
Is an Expense Allowable
Under Title I, Part A?
Basic Questions
1.
Was it identified in the campus’
comprehensive needs assessment?
2. Is the activity identified in the CIP (prior to
amending the CIP to add it in)?
3. Is the activity for only eligible targeted
assistance students-OR-is the activity to
upgrade the entire educational program of
the Schoolwide campus?
4. Is the expense reasonable & necessary?
Who Determines Reasonable &
Necessary?
• According to OMB Circular A-87
– The LEA is responsible for the efficient
and effective administration of Federal
awards through the application of sound
management practices.
– Normally the business manager and/or
program administrator.
– The external auditor can have an impact
on determination of reasonable and
necessary
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Allowable Expenditures
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Reasonable & Necessary
•
Cost is reasonable if:
1.
It does not exceed that which would be
incurred by a prudent individual or
organization under the circumstances
prevailing at the time the decision was
made to incur the cost
2. Comparable to current market value
•
Cost is necessary if:
1.
It is essential for fulfilling the intent of
the grant program
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Allowable Expenditures
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What does the Law say?
• SECTION 1120A. FISCAL REQUIREMENTS:
(b) FEDERAL FUNDS TO SUPPLEMENT, NOT
SUPPLANT, NONFEDERAL FUNDS
(1) IN GENERAL – A state educational agency or local
educational agency shall use Federal funds received
under this part only to supplement the funds that
would, in the absence of such Federal funds, be
made available from non-Federal sources for the
education of pupils participating in programs
assisted under this part, and not to supplant such
funds.
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Supplement, Not Supplant
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What does the law
mean?
Federal funds may not be used to
provide services required by:
– State law
– State Board of Education Rule
– Local policy
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Supplement, Not Supplant
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What does the law
mean?
Definition of Terms:
• Supplement:
– means to add to, to enhance, to expand, to
increase, to extend basic education
program
• Supplant:
– means to take the place of, to replace
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Supplement, Not Supplant
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Requirements
• Documentation must be maintained
which clearly demonstrates the
supplementary nature of the federal
funds and/or activities, as appropriate.
– Documentation might include ledgers or
budgets reflecting amount of state and
local funds vs. federal funds for current
and preceding years
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Supplement, Not Supplant
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Title II, Part A-Teacher and
Principal Training and
Recruiting Fund (TPTR)
Intent and Purpose: Provide financial
assistance to districts to:
• increase student academic achievement
through improving teacher and principal
quality;
• hold local education agencies and school
accountable for improving student
academic achievement.
Allowable Use of Funds
• Recruiting, hiring, and retention of
highly qualified personnel
• Professional development
• Improve quality of teacher and
paraprofessional work force
• Reducing class size.
TPTR Program Activities are
based on local needs and must:
• Be aligned with state academic content and
student academic performance standards;
• Be aligned with curricula and programs tied to
state academic content and performance
standards;
• Be based on a review of scientifically based
research;
• Have a substantial, measurable, and positive
impact on student academic achievement;
• Be a part of a strategy to eliminate the
achievement gap between low-income and minority
students and other students.
Title II, Part D
• The purpose of Title II, Part D is to
improve student academic achievement
through the use of technology in
elementary and secondary schools. It is
designed to assist every studentregardless of race, ethnicity, income,
geographical location, or disability – in
becoming technologically literate by the
end of eighth grade
• 25% of the allocation must be used for
ongoing, sustained, and intensive highquality professional development.
Title III, Part A
English Language Acquisition,
Language Enhancement, and Academic
Achievement Act
• Title III, Part A provides supplemental
resources to local education agencies to
help ensure that children who are limited
English proficient attain English
proficiency at high levels in core academic
subjects to meet state mandated
achievement performance standards
Title III, Part A
Purpose and Requirements
• To assist all LEP and immigrant students to achieve at thigh
levels in the core academic subjects;
• To develop high-quality language instruction educational
programs;
• To assist local education agencies to develop and enhance their
capacity to provide high-quality instructional programs;
• To promote parental and community participation in language
programs for the parents and communities of LEP students;
• To hold schools accountable for increases in English
proficiency and core academic content knowledge of LEP
students;
• To provide schools with the flexibility to implement the most
effective instruction programs based on scientifically based
research;
• To assist schools to build their capacity to provide high-quality
– streamlined language instruction programs that help LEP
students reach the high academic performance standards.
Title IV, Part A
Safe and Drug-Free Schools
and Communities
• The purpose of the Safe and Drug-Free
Schools and Communities program is to
support comprehensive (EE-12) drug use
prevention and violence prevention programs
that:
– Prevent violence in and around schools;
– Prevent the illegal use of alcohol, tobacco, and
drugs;
– Involve parents and communities; and
– Coordinate with related federal, state, and
community efforts and resources to foster safe
and drug-free schools and communities.
Title V, Part A
Innovative Programs
The purpose of Title V – Part A:
• support local education reform efforts that are
consistent with and support statewide education
reform efforts;
• provide a continuing source of innovation and
educational improvement including support programs to
provide library services and instructional media
materials;
• Meet the educational needs of all students; and
• Develop and implement education programs to improve
school, student, and teacher performance.
Enacted January 8, 2002
Enacted January 8, 2002
Overview of NCLB
1. Increase Accountability for Student
Performance
2. Focus on What Works
3. Reduce Bureaucracy and Increase
Flexibility
4. Empower Parents
Increase Accountability for
Student Performance
•
•
•
•
•
State Standards
Assessment System
Accountability System
Adequate Yearly Progress
School Improvement
Standards
Academic Standards
– Coherent, rigorous content of what
children are expected to know and be
able to do
– Encourage the teaching of advanced
skills
Standards
Student Academic Achievement
Standards
– Aligned to State Academic Standards
– Includes a minimum of three levels of
achievement
(basic, proficient, and advanced)
Accountability System
• Criteria
– Based on State academic standards and
State assessments
– Include sanctions and rewards
• Adequate Yearly Progress
– Single system for all public schools
LEA and Campus Responsibilities
Building Capacity through• Assistance, materials and
training to parents
• Education of teachers,
principals, and other staff
• Information in format and
language parent can understand
No Child Left Behind Act
• Increases accountability standards for
districts and students
• Failing to meet NCLB criteria increases
the chance of losing Federal Funding
• Provides for quality education and training
for teachers and students