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Frank Edelblut Christine M. Brennan
Commissioner Deputy Commissioner
STATE OF NEW HAMPSHIRE
DEPARTMENT OF EDUCATION
101 Pleasant Street
Concord, N.H. 03301
TEL. (603) 271-3495
FAX (603) 271-1953
TO: Superintendents/Charter School Administrators
Federal Program Managers
FROM: Heather Gage, Director
Division of Learner Support
DATE: June 13, 2018
SUBJECT: Program Assurances for Title I, Part A; Title II, Part A; and Title III, Part A
Attached are the Program Assurances (Part A) for Title I, Part A; Title II, Part A; and Title III, Part A for the 2018-19 school year. Superintendents/Charter School Administrators must review and initial next to each of the assurances under the Title programs in which the LEA accepts funds. Please note that in order to access your funds in the upcoming school year, each assurance in each section (Title I, II and/or III) must be initialed.
Additionally, every LEA receiving one or more of the grants listed in this assurance document must also complete the Equitable Services section (Part B) to support students in private schools who are eligible to receive services offered by these federal programs per SEC 8501 of the Every Student Succeeds Act [20 U.S.C. 7881].
Please remember that Program Assurances are reviewed and signed by the Superintendent/Charter School Administrator as a way of indicating an agreement about the laws and regulations specific to certain grant types. Please feel free to contact the Title I, Title II, or Title III office if you have any questions.
The Process:
Please follow the directions below to ensure that your documents are correctly completed and processed.
Part A – Program Assurances
Please read each step carefully:
1. The Superintendent/Charter School Administrator selects the Title program(s) in which the LEA is participating.
2. The Superintendent/Charter School Administrator reads each assurance and initials the space next to each assurance statement for the program(s) being implemented in their LEA.
3. The Superintendent/Charter School Administrator signs and dates the bottom of the Program Assurance document(s) for each of the programs being implemented.
4. The LEA Federal Program Manager must scan a copy or copies of the completed Part A documentation and attach a copy of the signed Program Assurances in their grant application (within the online Grants Management System) for each of the grants to which the LEA is participating.
5. If an LEA is not participating in a particular grant, the LEA does not need to sign or submit the assurances for that grant. For example, if an LEA is not participating in the Title III grant, they do not need to sign or submit the assurances for that grant.
Part B – Equitable Services for Private School Students
To complete this section, please follow the steps below:
1. The LEA consults with private school officials.
2. The LEA obtains signatures from each private school official indicating participation (or not) in each federal Title program listed.
3. The LEA Federal Program Manager(s) scans a copy or copies of the completed Part B documentation and attaches the form(s) to the online Grants Management System (GMS) for each grant to which the LEA is applying (Title I, Part A; Title II, Part A; and/or Title III, Part A)
To ensure understanding of the general provisions of Equitable Participation, please consult the following resources:
1. Equitable Participation under ESSA from the US Education Department: https://www2.ed.gov/policy/elsec/leg/essa/essaguidance160477.pdf
2. Equitable Participation Guidance (still applicable unless otherwise noted in the guidance linked above) http://www2.ed.gov/policy/elsec/guid/equitableserguidance.doc
Part C – GEPA 427
To complete this section, please follow the steps below:
Section 427 requires each LEA applying for funds to include in its application a description of the steps the LEA proposes to take to ensure equitable access to and participation in its federally assisted programs for students, teachers, and other program beneficiaries with special needs. The statute highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, you should determine whether these or other barriers may prevent your students, teachers, et al from such access to, or participation in, the federally funded projects or activities.
1. The LEA must provide a description of how it will ensure equitable access for students and teachers to participate in federally assisted programs. Please provide a clear and succinct description of how you plan to address those barriers that are applicable to the LEAs circumstances.
2. The LEA Federal Program Manager(s) will scan a copy of the completed Part C documentation and send this form via email to .
Thank you!
Frank Edelblut Christine M. Brennan
Commissioner Deputy Commissioner
STATE OF NEW HAMPSHIRE
DEPARTMENT OF EDUCATION
101 Pleasant Street
Concord, N.H. 03301
TEL. (603) 271-3495
FAX (603) 271-1953
PART A
Program Assurances
Title I, Part A
Please review the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, Title I, Part A, Program Assurances below. By initialing next to each assurance and signing the document as the recipient of Federal funding, the LEA agrees to take steps necessary to comply with the assurances and will provide documentation of compliance during monitoring. Signatures are required by the Superintendent of Schools/Charter School Administrator as the representative of the LEA. The New Hampshire Department of Education (NH DOE) expects the Superintendent/Charter School Administrator will consult with the school board/board of trustees of the local education agency (LEA) before signing off on these assurances. (https://www.ed.gov/essa?src=rn)
The Superintendent/Charter School Administrator, on behalf of the LEA hereby assures the NH DOE that pursuant to requirements in the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), Title I, Part A, the LEA will (please initial beside each section indicating understanding and assurance):
1. USE FEDERAL FUNDS:
____ Ensure expenditure of federal funds received under this part will only be used in direct compliance with the provisions of Section 1118 including, but not limited to, supplement and not supplant provisions, maintenance of effort and comparability of services requirements.
2. PROVIDE TECHNICAL ASSISTANCE TO SCHOOLWIDE PROGRAMS:
____ Provide technical assistance and support to Schoolwide Programs (SWP), including a one-year planning period (exceptions provided in SEC 1114 (b)(1)), in consultation with stakeholders described in SEC 1114(b)(2) resulting in a written plan that addresses the required components pursuant to Section 1114.
· Each school participating in the SWP serves an eligible school attendance area in which not less than 40 percent of the children are from low-income families, or has obtained a schoolwide waiver from the State educational agency (SEA). (SEC 1114(a)(1)).
· Participating schools use funds only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-federal sources for the school. (SEC 1114(a)(2)(B)).
· Each SWP includes a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the LEA. (SEC 1114(b)(6)).
· Schoolwide reform strategies that:
o provide opportunities for all children, including each of the subgroups of students (as defined in SEC 1111(c)(2)) to meet the challenging State academic standards;
o use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and
o address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standard, through activities which may include—
§ counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;
§ preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
§ implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 United States Code (USC) 1400 et seq.);
§ professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects; and
§ strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. (SEC 1114(b)(7)(A)).
3. PROVIDE SERVICES TO ELIGIBLE STUDENTS IN TARGETED ASSISTANCE SCHOOLS:
____ In general, each targeted assistance program section shall:
· Use such program resources under this Part to help participating children meet the State's challenging student academic achievement standards expected for all children.
· Ensure that planning for students served under this Part is incorporated into existing school planning.
· Use effective methods and instructional strategies that strengthen the core academic program of the school and that provide primary consideration to providing expanded learning time, such as an extended school year, before- and after-school, and summer programs and opportunities; and provide a schoolwide tiered model to prevent and address behavioral issues, and early intervening services, coordinated with similar activities and services carried out under the Individuals and Disabilities Education Act. (20 USC 1400 et seq.)
· Coordinate with and support the regular education program, which may include services to assist preschool children in the transition from early childhood programs such as Head Start, the literacy program under subpart 2 of part B of Title II, or State-run preschool programs to elementary school programs.
· Provide opportunities for professional development with resources provided under this Part, and, to the extent practicable from other sources, to teachers, principals, and paraprofessionals, including, if appropriate, specialized instructional support personnel and other school personnel, who work with participating children in programs under this Section or in the regular education program (in accordance with SEC 1115).
· Provide strategies to increase parental involvement in accordance with Section 1116, such as family literacy services.
· Coordinate and integrate Federal, State, and local services and programs, including programs supported under ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training (SEC 1111(d)).
4. PROVIDE ASSISTANCE FOR SCHOOLS TO IMPROVE STUDENT ACADEMIC PERFORMANCE:
____ Work in consultation with schools as they develop plans pursuant to Section 1114 (Schoolwide Programs) and assist schools as they implement such plans or undertake activities pursuant to Section 1115 (Targeted Assistance Programs) so that each school can make progress toward meeting the challenging State academic standards.
5. PROVIDE ASSISTANCE TO SCHOOLS TO CLOSE THE ACIEVIEMENT GAP:
____ Ensure that all children receive a high-quality education and close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards. (SEC 1112(b)).
6. ASSIST SCHOOLS WITH THE DEVELOPMENT AND IMPLEMENTATION OF ACADEMIC IMPROVEMENT PLANS:
____ Assist selected schools identified for Comprehensive and/or Targeted Support and Improvement in the LEA. Selected schools are required to develop an Academic Improvement Plan per Section 1003 (e), and take into account the experience of model programs for the educationally disadvantaged and the findings of relevant evidenced-based research. (SEC 1003 (b)1(B)).
7. ASSIST SCHOOLS TO INCREASE PARENT AND FAMILY ENGAGEMENT:
____ Develop and maintain a written policy on parent and family engagement and work in consultation with schools as they develop and implement their plans for activities under Section 1116. Parents shall be notified of this policy in an understandable and uniform format and to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school. (SEC 1116(b)(1)).
· Conduct outreach to all parents and family members and implement programs, activities, and procedures for the involvement of parents and family members in programs assisted under this Part consistent with this Section. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children. Each LEA shall develop jointly with, agree on with, and distribute to, parents and family members of participating children a written parent and family engagement policy. The policy shall establish the agency’s expectations and objectives for meaningful parent and family involvement. (SEC 1116(a)(1–2)). The LEA will:
o Involve parents and family members in the joint development of the LEA planning efforts and in the development of support and improvement plans. (SEC 1116(a)(2)(A)).
o Provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the LEA in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance. (SEC 1116(a)(2)(B)).
o Coordinate and integrate parent and family engagement strategies under this Part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant federal, state, and local laws and programs. (SEC 1116(a)(2)(C)).
o Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this Part. This includes identifying the following:
§ barriers to greater participation by parents in activities authorized by this Section (with particular attention to families who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);