Monitoring Tool for Local Education Agencies (LEAs)
Title I, Part A: Improving the Academic Achievement of the Disadvantaged
November 2014 – June 2015
This monitoring tool for Local Education Agencies for the Title I, Part A program outlines requirements, acceptable documentation, and guiding questions for the following critical elements:
· Targeted Assistance Programs
· Schoolwide Programs
· Hiring and Retention of Qualified Paraprofessionals
· Parental Involvement
· Equitable Services to Eligible Private School Children
· Eligible School Attendance Areas
· Reservation of Funds
· School Level Allocations
· Comparability
· Supplement Not Supplant
Targeted Assistance ProgramsTargeted assistance programs shall meet all requirements. [§1115]
Requirements / Acceptable Documentation / Guiding Questions
Each targeted assistance program (TAS) shall provide services to eligible children from the eligible population, including:
Children who are economically disadvantaged, children with disabilities, migrant children or limited English proficient children, are eligible for services on the same basis as other children;
A child who, at any time in the preceding 2 years, participated in a Head Start, Even Start, or Early Reading First program, in Title I preschool services, or in the Migrant Education Program, is eligible for services;
A child in a local institution for neglected or delinquent children and youth or attending a community day program for such children is eligible for services; and/or
A child who is homeless and attending any school served by the local educational agency is eligible for services.
Each targeted assistance program (TAS) shall:
Use resources to help participating children meet the same achievement standards expected for all children;
Ensure that planning for students served is incorporated into existing school planning;
Use effective instructional strategies and methods that are based on scientifically based research to strengthen the core program, and give primary consideration to providing extended time, help provide accelerated, high-quality curriculum, and minimize removing children from regular classroom instruction;
Coordinate with and support the regular education program;
Provide instruction by highly qualified teachers;
Provide opportunities for professional development for teachers, principals, and paraprofessionals including, if appropriate, pupil services personnel, parents, and other staff who work with children in the Title I program;
Provide strategies to increase parental involvement;
Coordinate and integrate Federal, State, and local services and programs; and
Identify children as failing, or most at risk of failing, to meet the State’s challenging academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local education agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures. / 1) Documentation on File at RIDE
Consolidated Resource Plan (CRP) –
à Evidence that the LEA has established targeted assistance programs that address statutory purposes and meet requirements including:
· Using effective instructional methods and strategies that strengthen the core academic program of the school;
· Correctly identifying students for participation;
· Giving primary consideration to providing extended learning time for served students,
· Providing an accelerated, high-quality curriculum; and
· Minimizing the removal of children from the regular classroom during regular school hours.
à List of targeted assistance schools; and
à Evidence that the LEA ensures that targeted assistance program planning is coordinated with and supports the regular education program in the school.
RIDE eCert certification database.
NECAP Performance Data Profile. / LEA
What guidance and technical assistance has the LEA provided to schools regarding targeted assistance programs, including selection of students, service delivery options, student progress monitoring, and coordination with regular education programs?
What are the goals of the LEA’s targeted assistance program(s)? How does the LEA measure outcomes?
How does the LEA ensure that its targeted assistance programs are implemented so that goals are achieved?
How does the LEA use student achievement and other data to make decisions about the implementation of the targeted assistance program, including decisions about effective instructional methods and strategies, professional development, and coordination with the regular education programs?
What professional development activities are provided to Title I teachers and regular classroom teachers working with Title I students?
How are targeted assistance programs evaluated?
Who is involved in the evaluation process?
How are the results from the program evaluation used to improve program services provided to participating students?
Has the LEA used Title I, Part A funds to meet the needs of children and youth in non-Title I schools who are experiencing homelessness?
2) Pre-Visit Submission
N/A
3) On-Site Verification
Evidence that the LEA has established targeted assistance programs that address statutory purposes and meet requirements including:
à Using effective instructional methods and strategies that strengthen the core academic program of the school;
à Correctly identifying students for participation (e.g., documentation of student selection and exit criteria, list of students served in program, service provider schedule [Note: for students in preschool through grade 2, evidence of selection criteria includes records of parent input, documentation of teacher recommendations, and list of developmentally appropriate measures used in selection process]);
à Giving primary consideration to providing extended learning time for served students;
à Providing an accelerated, high-quality curriculum;
à Minimizing the removal of children from the regular classroom during regular school hours; and
à Ongoing progress monitoring of student performance with established entrance and exit criteria.
Evidence that the LEA ensures that targeted assistance program planning is coordinated with and supports the regular education program in the school (e.g., scheduled common planning time; agenda from staff meetings reflective of coordinated planning).
Evidence that the LEA promotes the integration of Title I staff with regular instructional staff in all activities (e.g., school meeting agendas).
Evidence that the LEA provides professional development for teachers, principals, and paraprofessionals including, if appropriate, pupil services personnel, parents, and other staff who work with children in Title I program (e.g., professional development schedules).
Evidence that the LEA provides guidance or communications to schools and parents about targeted assistance program requirements (e.g., newsletters, memos, student handbook, website).
Evidence that the LEA provides comparable services, if applicable, to students in non-Title I schools who are experiencing homelessness (e.g., purchase orders or invoices specific to homeless services, schedule of services).
Evidence that the LEA provides comparable services, if applicable, to students who reside in local institutions for neglected and delinquent children and youth (e.g., purchase orders or invoices specific to N or D services, schedule of services). / School
How is the targeted assistance program implemented, including student selection, program content, progress monitoring, and service delivery model?
How does the targeted assistance program coordinate with and support the regular program of instruction?
How are targeted assistance programs evaluated?
How are these results used to improve instruction provided to participating students?
How does the school use student achievement and other data to make decisions about the implementation of the targeted assistance program, including decisions about effective instructional methods and strategies, professional development, and coordination with the regular education programs?
Schoolwide Programs
Schoolwide programs shall use the flexibility provided to them by the statute to improve the academic achievement of all students in the school. [§1114, 34 CFR Part 200, §§200.25–200.28]
Requirements / Acceptable Documentation / Guiding Questions
Section § 1114(b)(2)(B) requires a comprehensive Schoolwide plan that shall be:
Developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators.
In effect for the duration of the school’s participation under this part and reviewed and revised, as necessary by the school.
Available to the local education agency, parents, and the public, and the information contained shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
A schoolwide program shall include the following elements:
A comprehensive needs assessment of the entire school;
Schoolwide reform strategies based on scientifically based research that strengthen the core academic program, increase the quality and amount of learning time, and include strategies to address the needs of historically underserved populations;
Instruction by highly qualified teachers;
High quality, on-going professional development for teachers, principals, paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff;
Strategies to attract high-quality highly qualified teachers to high-need schools;
Strategies to increase parental involvement;
Plans for assisting preschool children in transition from early childhood programs;
Measures to include teachers in the use of academic achievement data to improve the achievement of individual students and the overall instructional program;
Activities to ensure that students who are having difficulty achieving academic standards are provided effective and timely additional assistance; and
Coordination and integration of Federal, State and local services and programs. / 1) Documentation on File at RIDE
Consolidated Resource Plan (CRP) –
à List of schoolwide program schools; and
à Evidence that the LEA provides technical assistance and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation.
RIDE eCert certification database.
NECAP Performance Data Profile. / LEA
What assistance or guidance does the LEA provide to schools to plan and develop their schoolwide plans?
How are parents and representatives of the school community involved in developing schoolwide plans?
What assistance does the LEA provide to schools for improving the ongoing quality of their schoolwide programs, including the needs assessment, comprehensive planning, and evaluation?
How does the LEA use student achievement and other school-level data to make decisions about the implementation of the schoolwide plan, including decisions about instructional changes, professional development, and the coordination and use of Title I funds with other Federal, State, and local funds to support the schoolwide program plan.
How are schoolwide programs used as a whole school reform strategy?
What goals do schools plan to achieve in implementing their schoolwide programs? How does the LEA measure these outcomes?
How does the LEA ensure that schoolwide programs are implemented so that goals are achieved?
How are schoolwide programs used as a whole school reform strategy?
How does the schoolwide program support all students, especially students most at-risk of failing to meet State academic performance standards?
How does the LEA use student achievement and other school-level data to make decisions about the implementation of the schoolwide plan, including decisions about instructional changes, professional development, and the coordination and use of Title I funds with other Federal, State, and local funds to support the schoolwide program plan.
How does the LEA ensure that schools annually evaluate their schoolwide programs, and review and revise their schoolwide plans?
Who is involved in the annual evaluation process?
How are the results from the annual evaluation process used to improve program services?
How does the LEA ensure that requests for funds in the CRP support needs identified in the comprehensive needs assessment, and are necessary to achieve goals of the SWP?
In cases where a school is both a schoolwide school and a school identified for improvement and develops a single plan, how does the LEA ensure that the single plan contains the schoolwide requirements under section §1114(b)(1).
2) Pre-Visit Submission
Copies of schoolwide program plans/school improvement plans that include the ten required components of a schoolwide plan, based on the schools’ comprehensive needs assessment(s).
3) On-Site Verification
Evidence that the LEA provides guidance or communications to schools and parents about schoolwide programs (e.g., notices, meeting agendas, newsletters).
Evidence that the LEA provides professional development to help schools plan, review, and implement schoolwide programs (e.g., meeting notices, schedule of professional development).
Evidence that schoolwide programs are reviewed and evaluated annually, and revised accordingly (e.g., SIT team notices, agendas, meeting minutes).
Evidence that the SWP coordinates and integrates Federal, State and local programs and services (e.g., funding sources identified in schoolwide plan).
Evidence that the SWP is designed to upgrade the educational program for all students but especially those at risk of not meeting State standards (e.g., schedule of additional supports or interventions offered).
Evidence that the LEA provides comparable services, if applicable, to students in non-Title I schools who are experiencing homelessness (e.g., purchase orders or invoices specific to homeless services, schedule of services).
Evidence that the LEA provides comparable services, if applicable, to students who reside in local institutions for neglected and delinquent children and youth (e.g., purchase orders or invoices specific to N/D services, schedule of services). / School
What assistance or guidance has the school received from the LEA to plan and develop the schoolwide plans?
What assistance has the school received from the LEA for improving the ongoing quality of their schoolwide programs, including the needs assessment, comprehensive planning, and evaluation? What is the school’s process for annually reviewing and revising its schoolwide plan?
How does the schoolwide program support all students, especially students most at-risk of failing to meet State academic performance standards?
How are parents and representatives of the school community involved in developing and evaluating schoolwide plans?
How does the school use student achievement and other school-level data to make decisions about the implementation of the schoolwide plan, including decisions about instructional changes, professional development, and the coordination and use of Title I funds with other Federal, State, and local funds to support the schoolwide program plan.