Title: Title I, Part A Targeted Assistance 101
1Title I, Part A Targeted Assistance 101
- Field Services Unit
- Office of School Improvement
2Title I, Part A
Improving Basic Programs Definition Designed to
help disadvantaged children meet high academic
standards to help children who are failing or
most at risk of failing to meet the districts
core academic curriculum standards
3Supplement vs. Supplant
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 Title I, Part A Section 1120 A (b)
4Supplement, Not Supplant
- Definition of Supplanting
- Substituting or replacing funds from non-Federal
sources (State/local) for existing or
previously-existing instructional programs or
non-instructional services - Substituting or replacing funds from other
Federal/State funds required by law for specific
categories of students(e.g., Special Education)
5Supplement, Not Supplant
- State/local funds must be used for all activities
that are the districts responsibility -
6What is District Responsibility?
- Defined as the requirements for operating a
school under State and local laws/policy. This
includes categories such as, but not limited to - Basic education classroom teacher salaries
- Support personnel salaries
- Administrator salaries
- Basic classroom supplies and materials
- Operation and maintenance
- Contractual agreements with unions
- Transportation
7Supplement vs. Supplant
- Supplementary
- Title I, Part A Extends Learning Time for
Eligible Students - Title I, Part C Services to Migrant Students
- Title II, Part A Professional Development/Class
Size Reduction - Title III Services to Limited English
Proficient Students - Section 31a Direct Support or Direct
Instruction to Eligible Students
8Title I, Part A Improving Basic Programs
Operated by LEAs
- Allocation district/school based on poverty
- Definition of program Targeted Assistance
- Eligibility of service based on academic need
9Allocation District
- Allocation Process
- Allocation formula for Local Education Agencies
(LEAs) based on counts of low-income children
(2008 census poverty estimates for 2009-2010
allocations) - Allocation formula for Public School Academies
(PSAs) based on October 2008 equated free lunch
counts - Minimum of 10 low-income children based on the
above criteria for district/academy to be
eligible for allocation
10Allocation District
- Allocation Process, continued
- Basic grants to districts/academies with more
than 2 poverty - Concentration grants to districts/academies with
more than 15 poverty(4-year grandfather) - Targeted grants to districts/academies with more
than 5 poverty - EFIG (Education, Finance Incentive Grants) to
districts/academies with more than 5 poverty
11School Selection and Allocation
- Ensures that Title I resources are provided to
schools with highest concentrations of low-income
children - Ensures the district has some flexibility to
determine where there is the greatest need for
service
12School Selection and Allocation
- If the district has an enrollment of less than
1,000 students or has only one school per grade
span, it is not required to complete the
entireTitle I School Selection application - The district decides the focus of the Title I,
Part A program
13School Selection and Allocation
- If the district has an enrollment of more than
1,000 students and more than one school at a
grade span or has schools with overlapping grade
levels, the entireTitle I School Selection
application must be completed - Service is focused on the highest poverty
school(s)
14Targeted Assistance Definition
- Targeted Assistance (TA)
- Only students identified as failing, or most
at risk of failing, to meet the States
challenging student performance standards
15TA Needs Assessment (required component)
- Identify Eligible Children
- Four core academic areas
- Multiple, educationally-related criteria by
- Grade level
- Content area
- Preschool-Grade 2 selected solely on the basis of
teacher judgment, interviews with parents and
developmentally-appropriate measures
16Targeted Assistance Eligibility (required
component)
- Needs Assessment
- Consistent selection criteria used to identify
students at each grade level in each content area
(four core) - Focus the program for the current year
- Head Start, Even Start, or Early Reading First
Children 2 years preceding - Migrant Children
- Neglected/Delinquent Children
- Homeless
17TA Incorporated intoSchool Improvement Planning
(SIP)
- (required component)
- The TA program plan contains a description on how
program planning for Title I, Part A students is
incorporated into the existing School Improvement
planning process - or
- The TA program services are included with the SIP
(interventions) to address the needs of eligible
students
18Instructional Strategies (required component)
- A description of
- Services delivered in each academic area of core
curriculum - Effective strategies for improving student
achievement based on scientifically-based
research on teaching and learning - Multiple strategies used during in-class
instruction in all academic areas - Additional instructional time and/or
opportunities given to identified students
19Title I/Regular Education Coordination (required
component)
- A description of ongoing coordination and
integration between regular education and the TA
program, including services for Limited English
Proficiency, if applicable - A description of the transition plan for
preschool-age children, if applicable
20Instruction by Highly Qualified Staff (required
component)
- An assurance statement that allTitle I, Part A
instructional paraprofessionals meet the No Child
Left Behind (NCLB) requirements - An assurance statement that all teachers are
highly qualified
21High-Quality and Ongoing Professional Development
(PD)
- (required component)
- TA plan describes opportunities for ongoing and
sustained professional development (PD) for
teachers, principals and paraprofessionals,
including if appropriate, pupil services
personnel, parents and other staff who work with
the Title I, Part A eligible children in the TA
program or in the regular education program - or
- The Title I, Part A PD is embedded within a
school improvement action plan format
22Parent Involvement (required component)
- Design, implementation and evaluation of TA
program - School-level parent involvement policy
- School-parent compact
- Requirements of Section 1118 of NCLB
23Coordination of Title Iand Other Resources
- (required component)
- Description of coordination and integration of
Federal, State and local programs - Specific coordination of programs supported under
NCLB in a manner applicable to the grade levels
of the school - Violence prevention Adult Education
- Nutrition Housing
- Job training Head Start
- Vocational and technical education
24Ongoing Review ofEligible Student Progress
- (required component)
- Describes how progress of participating children
is reviewed, on an ongoing basis, to revise the
TA program to provide supplemental learning
opportunities to enable such children to meet the
States challenging student achievement standards - Describes how using the above to revise the TA
program to provide training for teachers to
identify students who need additional assistance
or training on how to implement student
achievement standards in the classroom
25Questions and Answers
- Contact your regional Office of School
Improvement consultant - Region 1 . . . . . . . . . . . . . 517-373-4009
- Region 2 . . . . . . . . . . . . . 517-373-0161
- Region 3 . . . . . . . . . . . . . 517-373-6341
- Region 4 . . . . . . . . . . . . . 517-373-4004
- Region 5 . . . . . . . . . . . . . 517-373-4212