Title I, Part A is a federal program designed to provide additional academic support and learning opportunities to help low-achieving children master challenging curricula and meet state standards in core academic subjects. Title I, Part A, along with the rest of the Elementary and Secondary Education Act was reauthorized on December 10, 2015 by the Every Student Succeeds Act, P.L. 114-95.  Title I, Part A is located in sections 1111-1119 of the Elementary and Secondary Education Act (ESEA) of 1965 as amended by the Every Student Succeeds Act (ESSA) in 2015. Both ESEA and ESSA are commonly used when referencing and citing the statute.  

Title I, Part A is one of the largest federal programs supporting elementary and secondary education. Local education agencies (LEAs, also referred to as districts) are responsible for completing the program application and overseeing program implementation in participating schools. 

Title I, Part A Program Information

Title I, Part A District Eligiblility

The Montana Office of Public Instruction receives a yearly allocation from the United States Department of Education to give out to districts that have schools eligible to obtain Title I Part A funds.  The OPI then determines the amount of funds for these districts based on two different processes.  This leads to a more equitable distribution of the federal funds.

  • Each year, the U.S. Census Bureau uses the most recent aged 5-17 poverty count to determine district-level funding allocations.  

  • Districts that have a population of fewer than 20,000 persons have their allocation determined by the free/reduced lunch count.  

  • Districts that serve a total population of more than 20,000 people receive their allocation based on the Census poverty count.

An arrow going across the steps that Title I funds take from the federal government to individual schools. The process goes as follows: 1. Congress sets annual budget for Title I; 2. U.S Education Department allocates the funds for each state and each district. ED sends funds to the state; 3.State receives Title I funds and distributes money to individual districts; 4. Districts rank schools and determine how much Title I funds a school may receive.

Title I, Part A School-Level Allocations

After the district receives its funds, it must allocate these dollars down to the school level.  Schools receive their funds based upon student population and the number of free/reduced students who attend that school.  When this calculation is completed, the dollar amount generated is the amount that is supposed to be given to the individual school in addition to the state and local funds it already receives.  This calculation is performed in the annual Egrants application which is the mechanism to apply for and draw down Title I funds.

  • After the district receives Title IA funds, it must allocate these dollars down to the school level. 

  • Size of district will determine school-level eligibility to receive a Title IA allocation.  

  • This is completed in the annual Egrant application. 

  • These funds are in addition to the state and local funds.  

  • Supplement, not supplant-a school must get all the state and local funds it would have received in the absence of federal dollars. 

Title I, Part A Program Models

As outlined in the Every Student Succeeds Act (ESSA) Title I-A funded schools may implement one of two approaches: 1) a Targeted Assistance Program or 2) a Schoolwide Program. Using data gathered about student need and the eligibility criteria below, districts determine which schools to serve and whether they will employ a Targeted Assistance or Schoolwide program.

Category

Targeted Assistance

Schoolwide

School Eligibility

Any school with a poverty level of 35% or the district’s poverty average (whichever is lower).

Any school with a poverty level of at least 40%. A school with less than 40% poverty may request through the OPI to conduct a schoolwide program.

Student Participation

Resources are directed to students meeting the established targeting criteria (i.e.; those most at risk of failing to meet State academic standards).

All students in the school have access to activities under a schoolwide plan.

Professional Development

Professional development with Title I- A funds focuses on staff that provide direct support to Title I students.

Title I-A funds can be used to provide professional development for all staff.

Planning and Evaluation

Plan includes a general description of targeted assistance school activities to support students identified as eligible for services. Plan includes criteria for student eligibility.

The schoolwide plan must be developed for reforming the total instructional program in the school. The plan is based on a comprehensive needs assessment and includes specific goals and strategies. Plan is reviewed annually with the input of families, and updated as needed.

Title I, Part A Targeted Assistance Program

What is a Targeted Assistance Program?

Targeted Assistance programs help students meet state standards and guide systematic improvement. A targeted assistance program is designed to provide extra educational assistance beyond the regular classroom to students identified as having the greatest need for additional assistance. The programs must use Title I, Part A funds to provide academic services to children who are identified as failing or at risk of failing to meet state standards. The school makes this determination based on multiple, educationally related, objective criteria, and places students on a rank order list. Any school with a poverty average of at least 35% or the district's poverty average (whichever is lower) is eligible to operate a Targeted Assistance program.

Section 1115 of the Every Student Succeeds Act states that districts may provide program services to eligible children having the greatest need for special assistance through a Targeted Assistance Program: 

  • in schools that are ineligible for a schoolwide program; 
  • in schools that have not received a waiver to operate a schoolwide program; or 
  • if the district chooses not to operate a schoolwide program.

Any Title I-A school that does not operate a schoolwide program must operate a targeted assistance program. When implementing a targeted assistance program, the school uses Title I-A funds to provide additional supports to specifically identified students most at risk of failing to meet state standards.

Targeted assistance schools must determine which students they will serve by identifying the students with the greatest need. As a result, only the students identified are eligible to receive the services.

Targeted Assistance Plan

Each Title I-A funded school conducting a Targeted Assistance program must have a plan on file and easily accessible at the local level to readily share with families, community and the school district that includes how students are identified and a description of services provided to eligible children (Title I, Part A Targeted Assistance Plan template).
 
Plans are not required to be submitted to the OPI. Rather, when a district is identified for monitoring, the district will submit the most recent copy of the plan along with additional school-level documentation including:
  • Title I-A Annual Meeting documentation
  • Parent Engagement Plan (reviewed and revised with parent input annually)
  • Parent-School Compact (reviewed and revised with parent input annually)
  • Building Parent Capacity documentation
  • Verification of staff qualifications

Annual Meeting 

Each year, schools served by Title I, Part A programs are required to host a meeting for parents to explain what the Title I, Part A program is and how parents can become involved in the Title I, Part A program. This is different from Title I, Part A parent and family capacity activities, and different from the annual evaluation districts are required to conduct with parents and family members of children served by Title I, Part A programs. To keep parents informed, schools must invite all parents of children participating in Title I Part A programs and encourage them to attend.
 
The following issues must be addressed at the Title I, Part A Annual Meeting: 
  • Inform parents of their school’s participation in Title I, Part A 
  • Explain Title I, Part A requirements. 
  • Explain what participation in Title I, Part A means, including: 
    • a description and explanation of the school’s curriculum. 
    • information on the forms of academic assessment used to measure student progress; and 
    • information on the achievement levels of state academic standards that students are expected to meet. 
  • Explain the district Parent and Family Engagement Policy, School Parent and Family Engagement Plan/Policy, and School-Parent Compact. 
  • Explain how parents and family members can be involved in planning, reviewing, and improving the school and district Title I, Part A policies, and the Title I, Part A Plan. 
  • Explain that parents have the right to request regular meetings with school staff to offer suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicably possible.

Identifying Students/Targeting Criteria

Because Targeted Assistance School (TAS) programs serve specific students, TAS programs must establish criteria to determine student eligibility. A targeted assistance school generally identifies eligible children within the school on the basis of multiple, educationally related, objective criteria established by the district and supplemented by the school.

Only certain students may participate in Title I-A funded activities including:

  • Students identified as failing, or most at risk of failing, to meet state standards, (based on academic need – not poverty
  • Students who participated in Head Start or a Title I-funded preschool program within the past two years
  • Children and youth in locally operated juvenile correctional facilities, including jails, detention centers, residential care facilities, and facilities involved in community day programs
  • Children and youth experiencing homelessness
  • English Learners and Migrant Students using the same criteria as other students

Services Provided/Instructional Strategies

The TAS plan should include a description of the specific services targeted students receive and how the services of the targeted assistance program are supplemental for students (in addition to the regular core classroom instruction).

In addition, TAS programs must:

  • coordinate with and support the regular education program;
  • provide professional development for school personnel who work with eligible children;
  • implement strategies to increase parental involvement;
  • where appropriate, coordinate of other federal, state and local services; and
  • provide an accelerated, high-quality curriculum and minimize the removal of children from the regular classroom during regular school hours for instruction.

Examples of Title I-A funded activities for eligible students in a targeted assistance program include:

  • Provide support in core academic subjects including English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography
  • High dose tutoring
  • Extended day/year/summer programs
  • Professional learning for school personnel who work with eligible children
  • Mental health, social-emotional learning and counseling supports

Reviewing Progress of Eligible Students

Schools implementing a Targeted Assistance program should have a process in place to review the progress of eligible children on an ongoing basis, and the program should be adjusted as necessary.

Benchmark Assessments

Benchmark assessments should be initiated to identify which students require support. It is the duty of the Title I staff to assess the skill gaps and create a strategy to address these deficiencies. These assessments should occur a minimum of three times annually: once at the start of the academic year, again at the middle of the year, and finally at the end of the year.

  • after the initial screening, further assessments should take place to determine the achievement level of the student  

  • benchmarking-should be at least three times a year 

  • benchmarking should be done at grade level 

Progress Monitoring

Progress monitoring, on the other hand, should be done more frequently.  This determination is based upon the status of the student as either intensive or strategic.  The more assistance the student needs, the more frequent the progress monitoring.  

  • after the benchmark assessments have been done and instruction has begun, schools should regularly progress monitor Title IA students 
  • intensive-weekly 
  • strategic-weekly or biweekly 
  • progress monitoring should be done at the instructional level 

Targeted Assistance Records

Title I schools must keep records according to federal regulations.  These records should also be listed and examples kept in the district and/or school’s Title I plan.  Title I files for students should be kept in a secure location.

Record Retention 

  • records are confidential 
  • keep all records for 3 years plus the current 
  • destroy after 4 years 

School Records

  • split funded staff time and effort records 
  • rank all students in school using selection criteria for service 
  • list of students served 
  • students exited and reason for exit 

Student Files

Student files need to contain, at a minimum, these components.  More documents can be added that are appropriate to the Title I services being received by the student.  Records for students need to be kept for the current year, and then the three previous years.
  • date services started 
  • assessment scores at commencement of services 
  • list of services provided 
  • exit criteria to include:
    • date of exit from program 
    • assessment scores at exit 
  • record of parent contacts 
    • date compact sent home – if signed and returned - copy of compact 
    • copy of letter describing services 
    • copy of parent refusal of services (if applicable) 
    • copy of progress reports to parents 

Inventory of Title IA Materials and Equipment

  • equipment and supply inventories must be kept on all purchases done with Title I monies, including disposal of equipment.
  • materials purchased with Title I dollars must be able to be clearly identified as such. 

Resources

Title I, Part A Schoolwide Program

What is a Schoolwide Program?

Schoolwide Programs allow a school to consolidate its federal, state, and local funds to upgrade the entire educational program. The focus of the program must be on addressing the needs of low-achieving children and those at risk of not meeting state student academic achievement standards. Any school with a poverty average of at least 40% (or if the building has applied for and received a waiver from the OPI) may operate a Schoolwide Program.

Schoolwide programs funded under Title I, Part A offer the opportunity to invest in strategies that help all students, because all students in a schoolwide program can be served. While many schools target services to the most in-need students, a schoolwide program allows for the implementation of tiered supports addressing student needs at every level.

Schools where 40% percent or more of families are experiencing poverty are eligible to adopt schoolwide programs to support students most at risk of not meeting Montana's standards. The schoolwide model is more flexible (all students participate), coordinated (all students are responsible for meeting the same high standards) and unifying (parents, community members and staff come together to redesign the school). In short, through implementation of a schoolwide program the school can address community needs and systemic issues impacting students’ abilities to succeed.

Process

  • letter of intent - Please email Intent to Apply letters and applications to Paige Sedahl and Zach Hawkins
  • year-long planning process 
  • send in schoolwide plan template for review 
  • USED non-regulatory guidance 
  • small update in the Integrated Strategic Action Plan (ISAP) 

Schoolwide Plan

Each Title I-A funded school conducting a schoolwide program must have a plan and relevant documentation that is easily accessible and shared with families, community members and the school district. The plan must be made available to parents and the public in a format that is understandable and uniform and, to the extent practicable, in a language that parents can understand. ESEA Section 1114(b)(4). 

There are three critical components to a schoolwide program: the needs assessment, the comprehensive schoolwide plan, and the process for annual review of the plan. 

  • Title I schools that operate schoolwide programs must involve parents and other members of the community in developing the schoolwide plan, which must be based on a comprehensive needs assessment. ESEA Section 1114(b)(2). Through the needs assessment, a school must consult with a broad range of community members, including families, school staff, and others, and examine relevant academic achievement data to understand students’ most pressing needs and their root causes. While the school must consider student performance on the state assessment, school leaders should also consider other data including enrollment counts, dropout rates, graduation rates, school demographics, classroom observations and/or surveys of students, teachers, parents and community attitudes and perceptions.

  • The schoolwide plan is a strategic tool that identifies the school’s priorities and goals and explains which improvement strategies it will use to address identified strengths and needs. Each Title I-A funded school conducting a schoolwide program must have a plan on file to readily share with families, community and the school district that identifies priorities for the school and describes: 
    • How the school will improve academic achievement throughout the school; 
    • How the strategies the school will employ provide opportunities and address the learning needs of all students in the school ; and 
    • How the methods and instructional strategies that the school intends to use will strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, including programs and activities necessary to provide a well-rounded education.
  • The LEA must invite parents and other stake-holder groups to participate in the development, annual review, and revision of the schools Title I, Part A Schoolwide Plan. ESEA Section 1114. Schools should have a process in place to annually evaluate the schoolwide plan using data from the State’s assessments, other student performance data, and perception data to determine if the schoolwide program has been effective in addressing the major problem areas and, in turn, increasing student achievement, particularly for the lowest-achieving students. 

Plans are not required to be submitted to the OPI on an annual basis. Rather, when a district is identified for monitoring, the district submits the most recent copy of the plan along with additional school-level documentation:

  • Title I-A Annual Meeting documentation
  • Family Engagement Plan (reviewed and revised with parent input annually)
  • Parent-School Compact (reviewed and revised with parent input annually)
  • Building Family Capacity documentation
  • Verification of staff qualifications

Annual Meeting 

Each year, schools served by Title I, Part A programs are required to host a meeting for parents to explain what the Title I, Part A program is and how parents can become involved in the Title I, Part A program. This is different from Title I, Part A parent and family capacity activities, and different from the annual evaluation districts are required to conduct with parents and family members of children served by Title I, Part A programs. To keep parents informed, schools must invite all parents of children participating in Title I Part A programs and encourage them to attend.
 
The following issues must be addressed at the Title I, Part A Annual Meeting: 
  • Inform parents of their school’s participation in Title I, Part A 
  • Explain Title I, Part A requirements. 
  • Explain what participation in Title I, Part A means, including: 
    • a description and explanation of the school’s curriculum. 
    • information on the forms of academic assessment used to measure student progress; and 
    • information on the achievement levels of state academic standards that students are expected to meet. 
  • Explain the district Parent and Family Engagement Policy, School Parent and Family Engagement Plan/Policy, and School-Parent Compact. 
  • Explain how parents and family members can be involved in planning, reviewing, and improving the school and district Title I, Part A policies, and the Title I, Part A Plan. 
  • Explain that parents have the right to request regular meetings with school staff to offer suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicably possible.

Benchmark Assessments

Benchmark assessments should be initiated to identify which students require support. It is the duty of the Title I staff to assess the skill gaps and create a strategy to address these deficiencies. These assessments should occur a minimum of three times annually: once at the start of the academic year, again at the conclusion of the first semester, and finally at the end of the year.

  • after the initial screening, further assessments should take place to determine the achievement level of the student  

  • benchmarking-should be at least three times a year 

  • benchmarking should be done at grade level 

Progress Monitoring

Progress monitoring, on the other hand, should be done more frequently.  This determination is based upon the status of the student as either intensive or strategic.  The more assistance the student needs, the more frequent the progress monitoring.  

  • after the benchmark assessments have been done and instruction has begun, schools should regularly progress monitor Title IA students 

  • intensive-weekly 

  • strategic-weekly or biweekly 

  • progress monitoring should be done at the instructional level 

Exiting Students

Students should be exited from the Title I program as soon as it is appropriate to do so.  Title I is not meant to be a permanent placement.  Students who are exited from Title I will most likely need supports put into place by the regular classroom teacher and Title I staff.  The Title I staff should regularly check in to monitoring progress.  It is sometimes necessary to place a student back into Title I services.

  • when students are at grade level for a team determined number of testing cycles, they should be exited 

  • classroom supports should be implemented  

  • should continue to monitor student progress for a full year after exiting from Title I 

  • students may end up back in Title I 

  • Title I should not be a permanent placement; it should be fluid, students may come in or out depending on need 

Resources

Title I, Part A Flowchart

 

Title I, Part A LEA Plan

To ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards, each local educational agency shall develop a Title I, Part A Plan that (ESEA 1112):

  • is developed with timely and meaningful consultation with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), administrators (including administrators of programs described in other parts of this title), other appropriate school personnel, and with parents of children in schools served under this part; and
  •  as appropriate, is coordinated with other programs under this Act, and other Acts as appropriate.
  • is reviewed and revised (as necessary) annually with meaningful consultation with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders, administrators , other appropriate school personnel, and with parents of children in schools served under Title I, Part A.

Resources

Title I, Part A Annual Meeting

 

Title I, Part A  Parent and Family Engagement

Under section 1001 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA), the purpose of the Title I, Part A program (Title I, Part A) is to provide all children significant opportunity to receive a fair, equitable, and high-quality education as well as to close educational achievement gaps. The Title I, Part A parent and family engagement requirements in ESEA section 1116 support this critical purpose.

Parent and family engagement always has been a centerpiece of Title I, Part A. The statute defines “parental involvement” as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring— 

  • that parents play an integral role in assisting their child’s learning; 
  • that parents are encouraged to be actively involved in their child’s education at school; 
  • that parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child; and 
  • that carrying out of other activities, such as those described in section 1116 of the ESEA (Parent and Family Engagement). (ESEA section 8101(39)).

Title I, Part A Parent and Family Engagement Flowchart

Title I, Part A Parent and Family Engagement Policy AND Plan Components Checklist 

TITLE I, PART A PARENT AND FAMILY ENGAGEMENT  WRITTEN POLICY

ESEA requires a written district Parent and Family Engagement Policy containing all the required elements that is reviewed annually with input from parents and family members of students served by the Title I, Part A program. 1116 (a).  The creation of this written district policy needs to include parents.  It needs to contain the following components. While these components are equally important, it is vital that parents be included in the annual evaluation of the Title I Plan and the Parent Involvement Policy.

  • districts shall develop a written policy jointly with, agreed on with, and distributed to parents of participating children 

  • districts shall incorporate the written policy into the Title I plan and describe: 

    • district coordination, technical assistance, and support to schools in planning and implementing effective parent al involvement activities 

    • district building capacity for strong family engagement 

    • coordination and integration of family engagement  strategies with other state and federal programs 

    • involvement of parents annually in evaluating the content and effectiveness of the family engagement policy 

    • family engagement in school activities 

TITLE I, PART A PARENT AND FAMILY ENGAGEMENT SCHOOL PLAN/POLICY 

Title I, Part A Parent & Family Engagement Plan/Policy (Template)

ESEA requires schools to develop their own parent and family engagement policies and disseminate them to parents. These policies should be aligned to the district's parent and family engagement policy, but they should be distinct and facilitate building-level parental engagement. The plan is made available to the local community and is updated periodically. 1116(a).

  • Title I-A schools must develop and share written Parent and Family Engagement School Plans/Policies

  • Schools must involve parents in creating the plan/policy

  • Schools must disseminate the plan/policy

TITLE I, PART A  ANNUAL MEETING 

Each school served under Title I, Part A must convene an annual meeting at a time convenient for parents to inform them of their school's participation in Title I, Part A programs. They must explain the Title I, Part A requirements, the parent and family engagement policy, and the right of parents to be involved in those programs. ESEA Section 1116(c)(1) and ESEA Section 1116(c)(2).

  • To keep parents informed, schools must invite all parents of children participating in Title I, Part A programs and encourage them to attend this meeting. Schools must offer a flexible number of additional parent and family engagement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. ESEA Section 1116(c)(1) and ESEA Section 1116(c)(2).
  • As a way to improve parent attendance, schools may use Title I funds to provide food during these meetings or to provide childcare or transportation. ESEA Section 1116(e)(8).
  • If a school specifically wants to use a portion of its family engagement set-aside for food, keep in mind that it will need to gather parent input that indicates approval for such expenditures. ESEA Section 1116(a)(3)(B).

SCHOOL-PARENT COMPACT 

Each Title I-A school shall jointly develop with parents a school-parent compact that outlines how parents, the entire staff, and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help students achieve the state’s high academic standards. Each school distributes compacts to parents and families annually 1116 (d).  Elementary schools must distribute compacts at a parent teacher conference and explain how they relate to the child’s individual achievement. 1116 (d)(2)(A).

The Compact  is used to create a partnership between the school, teachers, and parents to help attain better student achievement. The Compact is signed by teachers, parents, and the student when appropriate. The compact should: 

describe the school’s responsibility 

  • describe the parents’ responsibility 
  • describe the student’s responsibility if desired 
  • address importance of communication between teachers and parents through: 
    • at least an annual parent-teacher conference in elementary schools that includes discussion about how the compact relates to individual achievement 
    • frequent reports to parents on their children’s progress 
    • reasonable access to staff, opportunities to volunteer, and observe classroom activities 

INFORMATION TO PARENTS OF CHILDREN PARTICIPATING IN TITLE I, PART A PROGRAMS

Schools served under Title I, Part A must provide parents of participating children, in a timely manner, information about the programs funded by Title I, Part A. ESEA Section 1116(c)(4)(A). That information must include:

  1. A description and explanation of the school's curriculum;
  2. Information on the forms of academic assessment used to measure student progress; and
  3. The achievement levels of the challenging state academic standards.

ESEA Section 1116(c)(4)(B).

If requested by parents, schools must provide opportunities for regular meetings for parents to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicably possible. ESEA Section 1116(c)(1); ESEA Section 1116(c)(2), and ESEA Section 1116(c)(4).

BUILDING CAPACITY FOR PARENT & FAMILY INVOLVEMENT 

Each school shall carry out activities and strategies that are aligned with the LEA’s parent and family engagement policy which help to build the capacity of Title I parents and families for meaningful engagement in their child’s education. 1116(e) . Building capacity for parent and family involvement is the effort that both the school and district provide to allow time, space, information, training and other supporting functions that allow Parental Involvement to grow and become more effective throughout the school year.  If parents need support and/or training to be able to participate in their students’ academic growth, then the term “Building Capacity” may include Literacy Training, as well as training in the use of technology. 

To ensure effective involvement of parents and to support a partnership among the school, parents, and community, the school and district: 

  • will provide assistance to parents in understanding the state academic content standards, state and local academic assessments, state student academic achievement standards, and how to monitor a child’s progress and work with educators to improve achievement 
  • will provide materials and training to help parents work with their children to improvement achievement: 
    • literacy training 
    • using technology 
  • will educate all staff with the assistance of parents, in the value of family engagement and: 
    • how to reach out to parents 
    • how to communicate with parents 
    • work with parents as equal partners 
    • implement and coordinate parent programs 
    • build ties between parents and school 
  • will, to the extent feasible, coordinate and integrate family engagement programs and activities with other state, federal, and local programs 
  • will ensure that information provided to parents is in an understandable format 
  • may involve parents in developing staff training
  • may provide literacy training from these funds 
  • may pay reasonable and necessary expenses of parents 
  • may train parents to enhance the involvement of other parents 
  • may arrange school meetings at a variety of times to maximize family engagement 
  • may adopt and implement model approaches to family engagement 
  • may establish a district wide parent advisory council 
  • may involve community-based organizations in parent activities 
  • will provide such reasonable support requested by parents 

ALLOCATION SET-ASIDE

At certain levels of Title I funding, schools are required to set-aside a minimum amount for Parental Involvement activities.  That threshold is $500,000.  It is required that parents be involved in the decisions of how to spend Title I funds for these activities.

  • 1% allocation – the district shall set aside one percent of its agency allocation for family engagement if the allocation is above $500,000. 

  • parental input – parents shall be involved in the decisions regarding expenditures for family engagement activities. 

Resources

Title I, Part A Teacher Qualifications

Each LEA receiving assistance under Title I, Part A shall ensure that all teachers working in a program supported with Title I, Part A funds are certified. Each SEA shall develop a plan to ensure that all teachers teaching in core academic subjects within the state are certified. 

Intervention Specialist

  • try to get away from the term Title I teacher 

  • The Intervention Specialist should be the best teacher in the school 

  • must have a background in teaching strategies, multiple educational methodologies, and curriculum 

  • needs to be able to support not only students, but teachers as well 

Title I, Part A  Paraprofessional Qualifications

Each LEA receiving Title I, Part A funds shall ensure that all instructional paraprofessionals hired and working in a program supported with Title I, Part A funds shall have met one of the following criteria: 

  • completed at least 2 years of study at an institution of higher education, or 

  • obtained an associate’s or higher degree, or 

  • passed a district-wide test to establish qualifications 

State or Local Assessments

The OPI does not have nor does it provide a specific test document for paraprofessionals to meet this requirement.  A district may create their own assessment or use one provided from other sources, such as MEA-MFT.

  • The OPI does not require the use of a specific test for the assessment of an instructional paraprofessional’s knowledge and skills.

  • This decision is left to the local district to select from available and appropriate tests.

Verification of Compliance

The school must maintain  documentation that assures the qualifications of any teacher and instructional paraprofessional.   It should be made available to the general public upon request.

  • Each LEA shall require the principal of each school operating a Title I program to attest annually in writing as to whether such school is following this section. 

  • Copies of attestations shall be maintained at each school and shall be available to any member of the general public. 

Duties of Paraprofessionals

The following list of duties should be used as a guideline for paraprofessional involvement in the classroom.   One-on-one tutoring should take place only after the teacher has provided regular classroom instruction. The LEA may use Title I, Part A funds to support ongoing training and professional development to assist teachers and paraprofessionals in satisfying this part. 

  • provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher

  • assist with classroom management, such as organizing instructional and other materials

  • provide instructional services to students under the direct supervision of a teacher

  • provide assistance in a computer laboratory 

  • conduct parental involvement activities 

  • provide support in a library or media center 

  • act as a translator 

  • assume limited duties that are assigned to similar personnel who are not working in a program supported with Title I, Part A funds 

Title I, Part A Allowable & Unallowable Expenditures Guidance

 

Title I, Part A Parent Notices

  

Notice to all districts: Due to the wide range of district and school parental notification forms, and the fact that many do not meet federal  requirements, beginning with School Year (SY) 2021-22, TransACT documents must be used by ALL LEAs. Those sections where TransACT forms must be used are identified within the Monitoring Tool. The Montana Office of Public Instruction (OPI) pays for a state subscription to TransACT for all Montana districts.

  • TransACT Parent Notices must be completed with LEA contact information, updated annually, and made available/accessible to parents and families.
  • LEAs are encouraged to include annually updated TransACT Parent Notices as part of student enrollment packets, parent/student handbooks, and district webpages.
  • Required TransACT Parent Notices are listed on each program's monitoring tool.

The Montana OPI has partnered with TransACT Communications to provide state approved and legally reviewed parent notices, forms, and letters at no cost for district and school staff. TransACT Customer Care: support@transact.com | 425-977-2100

 

OPI Staff are here to help:

Zach Hawkins, Title I and Federal Programs Director,
Private School Ombudsman, 406-444-3083

Kimberly Rebich, Federal Grants Coordinator, 406-410-4578

Serena Wright, Title III Specialist, 406-410-4098

Justine Guthrie, Instructional Coordinator, 406-444-2036

 

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