New Program Administrator Workshop Title 101: Basics · Nathan Williamson, Director of Title Grants...

New Program Administrator Workshop

Title 101: Basics

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Adis CoulibalyAssistant Director of Title Grants & SupportMitch FortuneFederal Grants SpecialistTracie Mansfield Federal Grants Specialist

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• Title I: Improving the Academic Achievement of the Disadvantaged • Title I, A (Basic), C (Migrant), & Title I, D (Neglected & Delinquent)• Title I School Improvement Grant (SIG)

• Title II: Supporting Effective Instruction• Title III: Limited English Proficient and Immigrant Students

• Non-English Speaking Program • Refugee School Impact Grant

• Title IV, B: 21st Century Community Learning Centers• Charter School Program• Title V: Rural and Low-Income School Program

Title 101: Federal Grants

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Nathan Williamson, Director of Title Grants and Support

Adis Coulibaly

Assistant Director of

Title Grants and Support

Cole Dietrich

Assistant Director of Charter Schools

& Special Programs

Valerie Beard

Assistant Director of English Learners and Migrant

Education Programs

Federal Grants Specialists

Bill Bradford Frank Chiki Mitch Fortune

Tracie Mansfield Dwayne Marshall (Sr. Specialist) Meghan McCullough (Title I, Part D)

LaShonda Tillis

Charter School & Special Programs Specialists

Lacey Bohlen (Title IV) Erin Busk (21st Century) Jordyn Moses (Title IV)

Bea Pacheco (Charter Schools) Christen Peterson (21st Century) Amreen Vora (Charter Schools)

English Learners, Migrant Education, & McKinney-Vento Homeless Education Program Specialists

Alma Flores Carlos (Bilingual Support) Deepali Jani (McKinney-Vento) Nicole Leach (ELLI)

Veronica Palacio (Migrant) Adam Pitt (ELL) Georgina Schneider (ELL)


Title 101: Title Grants and Support Team

● What is Title I?● History of Title I● Funding Formula of Title I Dollars to Schools● Title I School Eligibility

● Method to Qualify● Types of Title I Schools● Services: Supplement, Not Supplant● Compliance: RAN● Additional Information

● Parental Involvement● Nonpublic Schools


Title 101: Agenda

● Title I is the largest single program of federal aid for elementary and secondary education.

● Supplemental federal funding for low achieving students targeted in high poverty schools.

● Provides extra academic support and learning opportunities for children who are failing, or most at risk of failing, state, and local standards.

● ESSA continues with some of the pieces introduced with NCLB and replaces the waivers that have been approved, but gives more flexibility to state education agencies (SEAs) and local education agencies (LEAs).


Title 101: What is Title I?

Title 101: Funding Formula of Title I Dollars to Schools (Basic Progression)

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• ANY child in academic need, including:• Migrant children, Limited English Proficient children, and children with disabilities

Automatically eligible:• Children who attended Head Start, Even Start, or Early Reading First in the two preceding years• Children who received Title I, Part C in the two preceding years• Children in a neglected or delinquent facility• Children who are homeless

• Poverty is NOT a determining factor!• Free/Reduced drives your funding – academic need drives your services

Title 101: Who can be served in a Title I school?

• Schools within each LEA must be ranked by percentage of poverty from highest to lowest.

• Free/Reduced lunch data is used to determine the poverty level of schools in a district.

• Schools that meet or exceed poverty averages (based on total LEA F/R lunch counts) are eligible to be served.

• Rules regarding ranking, grouping, and serving are technical and complex.

Title 101: Title I School Eligibility


● 75% - Districts must serve schools with poverty at or above 75 percent in rank order first, without regard to grade span.

● 50% HS - In a new provision under ESSA, a district may prioritize its high schools with a poverty rate of at least 50 percent, essentially treating them as though they have a 75 percent rate. That is, a high school with 50 percent poverty or more may be served before an elementary or middle school with a higher poverty rate of more than 50 percent and less than 75 percent. For example, if an LEA wants to serve a high school with 53 percent poverty before an elementary school of 72 percent poverty, it now may do so.

Title 101: Method to Qualify


• Districtwide (DW) –Eligible attendance areas are served in rank order from highest to lowest, for the whole district.

• Grade Span Grouping (GS) – An LEA may select to focus their resources on those schools with extreme degrees of poverty within a grade span. Rather than apply the district wide percent of poverty within the grade span, the LEA calculates the percent of poverty for the grade span groupings. By using the percentage relative to the grade span grouping, the district uses the group’s threshold of poverty to determine eligibility.

• 35 percent - An LEA may serve schools at or above 35 percent poverty.• Grandfather (GF) – A school that was served in the prior year, but does not qualify by poverty

for the current year, may be grandfathered. The grandfather provision may only be used for one year.

Title 101: Method to Qualify cont.


Title 101: Types of Title I Schools


Targeted Assistance School (TAS)

Schoolwide School (SWP)

● Students must be formally identified and a student selection form must be used.

● All Title I schools are automatically identified as a TAS.

● Title I services and supplies are provided only to identified students and their parents.

● Poverty is not a determining factor in student selection.

● Must supplement local and state funds.

● A formal student selection process is not required; all students are eligible.

● Services must still be targeted to the lowest achieving students.

● The flexibility should be used for schoolwide supports and services to all students and parents.

Same


Title 101: Selecting Students for a TAS • To begin the process, ALL students in a

particular grade level (including special education, English language learners, and gifted-talented) must be assessed using at least two data points and then ranked by their performance.

• Once the students have been ranked, then you begin selecting students from the lowest ranking to receive supplemental services. Services will be based on the number of Title I staff available and the type of services that your school plans to provide.

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Title 101: Selecting Students for a TAS cont.• Frequent progress monitoring of participating students will

allow movement of students in and out of the program.• If teachers determine that a student has reached a

proficiency level that meets the state’s high academic standards, consideration may be given to remove the student from the Title I program (using appropriate criteria like report card grades and assessments).

• If a student currently receiving services moves to another school, the next eligible student should be added to the program.

• Records should document entries, exits, and any other changes to the student roster.

Students that are eligible for services in a TAS.

• Schoolwide Programs (SWP) allow for greater flexibility of programs and services.

• The SWP should upgrade the entire educational program while providing assistance to the most at-risk students.

• SWP Schools are required to have a schoolwide plan, similar to a School Improvement Plan. Statute says, “The comprehensive plan shall be developed during a one-year period, unless…a lesser amount of time is needed..”

● 10 components to a Title I SWP.● SWP assurance form is required.

• Frequent progress monitoring is still required.

Title 101: Schoolwide Programs

Students that are eligible for services in a SWP.


• A State educational agency or local educational agency (LEA) shall use Federal funds received under [Title I, Part A] only to supplement the funds that would, in the absence of such Federal funds, be made available from State and local sources for the education of students participating in programs assisted under [Title I, Part A], and not to supplant such funds. (ESEA section 1118(b)(1))

• ESSA has changed the supplanting test for Title I (but not other programs).

• No LEA shall be required to:1. Identify that an individual cost or service supported under (Title I, Part A) this part is supplemental; or2. Provide services under this part through a particular instructional method or in a particular instructional

setting in order to demonstrate compliance. (ESEA section 1118(b)(3)) • To demonstrate compliance with [the supplement not supplant requirement], the LEA shall demonstrate that the

methodology used to allocate State and local funds to each school receiving [Title I, Part A funds] ensures that such school receives all of the State and local funds it would otherwise receive if it were not receiving [Title I, Part A funds]. (ESEA section 1118(b)(2))

Title 101: Supplement Not Supplant


Title 101: Examples of Supplemental Services & Supplies


Instructional● Specialized teachers (e.g., Reading Recovery)● Interventionists/Paraprofessionals● Preschool Teacher/Aide● Extended-time Opportunities (Summer School, Jump Start,

Before/After School Tutoring, etc.)● Consumable items, such as books, workbooks, etc.● Computers, I-pads, etc.● Educational Program Licenses/Subscriptions● Laptop Charging Station

Community Service Operations● Consumable items, such as books, parent-meeting

supplies, etc.

Improvement of Instruction (PD)● Instructional Coaches● Conferences● Workshops● Teacher In-service● Book Studies● Substitutes

Support Services● School Counselors● Social Workers● Behavior Specialists● Contracts with Counseling Agencies

Title 101: Compliance


Title 101: Resources


• IDOE Title Grants and Support• IDOE Title I• IDOE Title I Handbook• IDOE Title Grants & Support: Side by Side• Toolkit on Maximizing Federal Funds

https://www.doe.in.gov/grants

https://www.doe.in.gov/grants/titlei

https://www.doe.in.gov/sites/default/files/grants/title-grants-handbook-2018.pdf

https://docs.google.com/spreadsheets/d/1Nii6qf-gNBDXj2-fPIWY6UjzkzrJjBTBPVyK--J58Ck/edit?usp=sharing

http://programs.ccsso.org/link/CCSSOToolkitonMaximizingFunds.pdf

Title 101: Parental Involvement


Parental Involvement Requirements: 1. The LEA and the school(s) convene an annual meeting, at a convenient time, to which all parents of participating

children shall be invited and encouraged to attend. 2. The LEA and school(s) develop Parental Involvement Policies with input and collaboration from parents.3. The Title I-identified school(s) create a School/Parent Compact that is a contract between the school, parent, and

student that explains and pledges everyone involved to the commitment of excellence.4. The school(s) involve parents in creating and reviewing policies and activities that impact their children’s education.5. For SWP schools, parent collaboration and input is required in the creation and annual review of the Schoolwide Plan.

Districtwide Set-Aside:• Title I funds must be used to develop or support effective parental involvement programs for Title I families - one percent

set-aside requirement for LEAs with a district allocation of $500,000 or more.• TAS - only for the families of identified Title I students.• SWP - for all families.

Title 101: Participating Non-public Schools


● An LEA is responsible for services for their students; LEAs may provide services directly OR enter into an agreement with another LEA to transfer funds and responsibilities.

● If an LEA has non-public schools that would like to accept Title I funds, an equitable share is determined based on the number of students in poverty (from the LEA) who are attending the non-public school. The equitable share is generated off the top, or before any funds are budgeted by the LEA.

● Title I funds follow the students, even to schools outside of the LEA’s boundaries.

https://www.doe.in.gov/sites/default/files/grants/lea-and-non-public-school-equitable-share-transfer-guide.pdf

Title 101: Equitable Services


In order to meet Equitable Services requirements, an LEA must:

● Provide eligible private school children with an opportunity to participate;● Meet the equal expenditure requirements for instruction, professional development, and

parent involvement; ● Assess student needs and the effectiveness of the Title I program; and ● Begin Title I programs in private schools at the same time as the Title I programs for public

school children.

Title 101: Consultation


● Consultation requirements include: ○ Timely (before decisions are made) and meaningful (not a unilateral offer without opportunity for

discussion) conversations between the LEA and private school○ Discussions that occur during the design, development, and implementation of the Title I programs○ Face-to-face meetings○ Dialogue prior to the LEA making any decisions○ A completed consultation form for each non-public school

● Consultation may start with: ○ Private school officials reaching out to public school districts○ An LEA consulting with private schools within its boundaries○ LEA officials working across districts to identify students in private schools

Title 101: Consultation


• Topics to address during consultation must include: • How the LEA will identify the needs of eligible children;• What services the LEA will offer; • How and when the LEA will make decisions;• How, where, and by whom the LEA will provide services;• What the size and scope of services will be; and• How the LEA will assess the Title I program and use the results to improve Title I services.

Important Link: https://www.doe.in.gov/grants/ombudsman

https://www.doe.in.gov/grants/ombudsman

Title 101: Programming in Non-public Schools


• Non-public schools receiving Title I funds from LEAs may only use funds to provide services to students from that particular district. Therefore, they function as TAS programs.

• Private school children who reside in Title I participating public school attendance areas AND are failing or most at risk of failing to meet student academic achievement standards should receive Title I services.

• The same supplanting guidelines apply to non-public schools as well. Title I services must be in addition to and cannot replace or supplant services that would be provided by private schools to their private school participants.

• The LEA must retain title to all supplies/equipment purchased with Title I funds.• All materials, etc., purchased with Title I funds must be labeled “Property of Title I... School District” and be

placed in a secured location when not in use.• Private school officials have no authority to obligate Federal funds.

Title 101: Evaluation in Non-public Schools


• After consultation, the LEA must establish the assessment it will use to measure the effectiveness against the agreed upon standards.

• The LEA may use the state assessment or another assessment that is aligned to the agreed upon standards, such as the assessment used in the private school.

• All participants are assessed annually, including children receiving non-academic services.• Every year, the LEA, after consulting with private school officials, must determine what constitutes acceptable

annual progress for the Title I program. • This decision must be made before Title I services begin.• It’s not enough to just assess participants – the LEA must determine the effectiveness of the total program in

raising academic achievement.

Title 101: Closing


Questions*For related content, please visit the following sessions at Title Con:

1. New Program Administrators Roundtable2. Non-Public Schools Equitable Services

3. Test Your Grants Management Knowledge4. Title I, Part A: The Formula Behind the Funding


Title 101: Required Documentation

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Title 101: Required Documents for Title I


Parental Involvement: •Annual Meeting•Policies•Compact•Parents’ Right-to-Know Letter•Additional Information Letter

Grant Attachments:•Homeless Reservation Template•LEA Affirmation of Consultation with Non-Public Schools•LEA Affirmation of Head Start Coordination Form *NEW 2018•Supplement not Supplant Methodology *New 2018

Other:•Home Language Survey•Migrant Work Survey

LEA Documents: •Complaint Procedure •Highly Qualified Requirements•UGG Written Processes •Federal Equipment and Technology Inventory •Personnel Expenses•Schoolwide Plan, as Applicable

Title 101: Annual Meeting


● Title I schools must convene an Annual Title I Meeting early in the school year (August-October) and at a convenient time, to which all parents of participating children shall be invited and encouraged to attend. (The meeting should be held on multiple dates and at different times to allow parents with differing schedules the opportunity to attend.)

● The purpose of the meeting is to inform parents of their school’s participation under Title I, to explain the requirements of Title I, and to discuss the right of the parents to be involved in their children’s education.

Required Documentation:•Dated meeting announcement or agenda (e.g., flyer, newsletter, email)•Sign-in sheet (parent signatures of those in attendance)

Title 101: LEA Parent Involvement Policy


● Each local educational agency (LEA) must develop and distribute to parents a written LEA Parent Involvement Policy that explains how the LEA will support the Title I schools in the involvement of parents in the education of their children.

Required Documentation:● A policy that contains required components and is specific to the LEA. ● Annual evaluation to determine effectiveness (e.g., survey, policy revisions, meetings held to discuss,

agenda, sign-in sheets).● Parent participation in the annual revision (e.g., sign-in sheets, meeting minutes).● Policy must be in a language that parents can understand (e.g., translated/parent friendly).● Annual distribution (e.g., mailing receipt, parent signatures or a combination of both).

Title 101: School Parent Involvement Policy


● Each Title I school must develop, jointly with parents, a written School Parent Involvement Policythat explains how the school will support the involvement of parents in the education of their children.

Required Documentation:● A policy that contains required components and is specific to the school.● Annual evaluation to determine effectiveness (e.g., survey, policy revisions, meetings held to discuss,

agenda, sign-in sheets).● Parent participation in the annual revision (e.g., sign-in sheets, meeting minutes).● Policy must be in a language parents can understand (e.g., translated/parent friendly).● Annual distribution (e.g., mailing receipt, parent signatures or a combination of both).

Title 101: School-Parent Compact


● Each Title I school must develop and distribute a written School-Parent Compact to outline the respective responsibilities of the school staff, parents, and students for raising student achievement. Signatures are not required, but would be considered best practice.

Required Documentation:● School-Parent Compact that contains the required components and is specific to the school. ● Annual evaluation to determine effectiveness (e.g., survey, revisions, agenda, sign-in sheets).● Parent participation in the annual revision (e.g., sign-in sheets, meeting minutes).● Compact must be in a language parents can understand (e.g., translated/parent friendly).● Annual distribution (e.g., mailing receipt, parent signatures or a combination of both).

Title 101: Parents’ Right-to-Know Letter


● The Parent’s Right-to-Know Letter notifies parents that they have the right to request and receive information regarding the professional qualifications of their child’s classroom teacher.

○ Schools will no longer be required to provide notice to parents related to the highly qualified status of their child’s teacher, unless the teacher (who does not meet applicable State certification or licensure requirements) has taught for four or more consecutive weeks in a classroom. Section 1111(h)(6)(B)(ii) of the ESEA

Required Documentation:● Copy of dated Parents’ Right-to-Know letter ● Documentation of distribution to all families in Title I schools

(e.g., mailing receipt, parent signatures, or a combination of both)

Title 101: Additional Information Letter


● The Additional Information Letter informs parents of their child’s level of achievement and academic growth on each of the state academic assessments. A copy of the letter is sent home to parents, and another copy is placed in the student’s cumulative records.

Required Documentation:• Copy of dated student performance letter • Documentation of distribution to all families in Title I schools

(e.g., mailing receipt, or parent signatures, or a combination of both)

Title 101: Review


Required documentation for parents:● LEA Parent Involvement Policy● School Parent Involvement Policy● Compact Agreement● Parent’s Right-to-Know Letter● Additional Information Letter

Evidence needed to show 100 percent distribution:● Parent Signatures● Mailing Receipt● A Combination of Both

Title 101: Homeless Reservation Template


● All LEAs that receive Title I, A funds must reserve (set-aside) the funds necessary to provide homeless children services comparable to services provided in Title I, A schools, whether or not they live in a Title I school attendance area or meet the academic standards required of other children for eligibility.

Required Documentation:● Homeless Reservation Template that outlines the method used to determine a reasonable Title I set-aside attached to the

Title I application.● Off-the-top district reservation-may be determined by a needs assessment and should involve the Homeless Education

Liaison.● Title I Application can not be reviewed or approved without the template attached to the grant on the Summary page.● A link to the template is found in the Title I Application and on the IDOE’s website.

Important Link: ttps://www.doe.in.gov/grants/titlei/resources-pd-etc

http://www.doe.in.gov/grants/titlei/resources-pd-etc

Title 101: LEA Affirmation of Consultation with Non-public Schools


Specific coordination activities outlined include:● Discussions with non-public school officials should begin in the spring.● LEA should discuss available services.● The non-public school should be able to prove students eligibility.● If a non-public school outside your LEA boundaries has eligible students, work with your federal grant’s specialist in

transferring the funds.● The state’s Ombudsman is available as a resource.

Required Documentation:● LEA Affirmation of Consultation with Non-public Schools Form should be completed and signed by the LEA and the Non-

public School Official. The signed copy must be attached to the Title I grant application.● The LEA will maintain a signed copy of the coordination form with the non-public school in its files.



Title 101: LEA Affirmation of Coordination with Head Start


Specific coordination activities outlined include:● Receiving and transferring children’s records, enrollment, parent communication, etc.;● Establishing channels of communication between school staff and Head Start staff;● Conducting parent meetings with Head Start teachers and kindergarten or elementary school teachers;● Organizing & participating in join transition-related training of Head Start staff, school staff, and early childhood education

staff, as appropriate; and● Linking LEA educational services with Head Start agency services

NEW! Required Documentation:● LEA Affirmation of Coordination with Head Start Form should be completed and signed by the LEA and Head Start Grantee.

The signed copy must be attached to the Title I grant application.● The LEA will maintain a signed copy of the coordination form and a copy of the MOU with Head Start in its files.



Title 101: Supplement not Supplant Methodology


IDOE will recognize the following methodologies the LEAs may select from during the demonstration process:•Distribution of State and local (non-Federal) resources based on the characteristics of the students (PPE);•Distribution of State and local (non-Federal) resources based on staffing and supplies•Distribution of State and local (non-Federal) resources based on a combined approach•Other, as adopted by the LEA

NEW! Required Documentation: To ensure all LEAs in Indiana meet these requirements, each LEA is required to attach the following to their 2019 Title I grant:

1. An assurance stating the LEA is in compliance with the provisions of section 1118(b) of the ESSA;2. An indication of the type of methodology the LEA has adopted and is implementing in regard to the allocation of State

and local (non-Federal) funds to all schools; and,3. A narrative description of the methodology or a reference to the LEA’s Financial Transparency document in which the

methodology is described.



Title 101: Review


Required documentation for the 2019 Title I Grant:● Homeless Reservation Template● LEA Affirmation of Non-Public School Consultation● LEA Affirmation of Coordination with Head Start Agreement● Supplement not Supplant Methodology

Title 101: Complaint Procedure Policy


● LEAs are required to disseminate to parents written information about receiving and resolving any complaint from an organization or individual that the State, LEA or other agency is violating a federal statute or regulation that applies to the Title I, Part A program.

Required Documentation:● Written complaint procedure that outlines a formal process for handling parent complaints.● May be made available to the parents through the LEA and/or school website, LEA or school office, and/or

school handbook.

Title 101: Highly Qualified Requirements


NEW! Certified Teachers:● Under ESSA, teachers must be licensed and certified only as required by applicable State law, including the State’s charter school

law. Previously under NCLB, LEAs needed to ensure that their teachers met requirements governing Highly-Qualified Teachers (HQTs); therefore,

● Highly Qualified Teacher Verification forms are no longer required under ESSA.

NOT NEW! Instructional Paraprofessionals in Title I Schools: ● Will maintain the qualifications required under NCLB● Instructional paraprofessional must be HQ at the time of hire.

○ All Title I funded instructional paras in a TAS must be HQ.○ All instructional paras in a SWP must be HQ, regardless of funding source.

● Evidence of HQ status must be kept in the paraprofessional’s file.

Required HQ Documentation for Paraprofessionals:● Secondary school diploma; and

○ College transcripts (2 years of study=60 credit hours); or○ Para Pro Exam with passing score of 460 or higher

Title 101: Uniform Grant Guidance (UGG) Written Processes


Written Cash Management Procedures● LEAs must have written cash management procedures to implement internal control requirements found in

the Uniform Grants Guidance. 2CFR 200.305

Required Documentation:● Written procedures that show how the LEA monitors cash drawdowns of federal funds to ensure that the

time elapsing between the transfer of funds and their disbursement for program purposes is minimized.● The written procedure will include the LEA’s process for reimbursement of federal funds and the staff

responsible for the completion of the process.

Title 101: Uniform Grant Guidance (UGG) Written Processes cont.


Written Allowability Procedures● LEAs must have written procedures that determine allowability of costs. Procedures should explain the

process used throughout the development and budget process for all federal grants that is specific to the LEA. 2CFR 200.403

Required Documentation:● Written procedures that explain how cost principles are implemented at the LEA.

➢ Procedures cannot restate the Uniform Guidance, but should explain the process LEA uses throughout grant and budget development.

Title 101: Documentation for Personnel Expenses


Program Activity Reports (PARS) or Time and Effort Logs:● If an employee works on multiple activities or cost objectives, a distribution of the employee’s salary must

be supported by a personnel activity report (PAR) or Time and Effort log. Exceptions: contractors or those employees who are paid on a stipend.

Required Documentation:● Personnel Activity Reports (PARS or Time and Effort Log)● Reflect an after-the-fact distribution of the actual activity of the employee● Account for the total activity for which employee is compensated● Prepared at least monthly and coincide with one or more pay periods● Signed by the employee



Title 101: Documentation for Personnel Expenses cont.


Semi-Annual Certification● If an employee works solely on a single federal program or cost objective (activity), charges for the employee’s

salary and wages must be supported by periodic certifications that the employee worked solely on that program or cost objective for the period covered by the certification. It is possible to work on a single cost objective (activity) even if an employee works on more than one federal award or a federal award and a non-federal award.

Those certifications must:● Be prepared at least semi-annually (every six months).● Signed by the employee or supervisory official having firsthand knowledge of the work performed.Required Documentation:● Semi-annual certification completed two times per year after services have been provided by the employee that

works on a single cost objective or activity.



Title 101: Schoolwide Plans


Becoming a Schoolwide Program: ● Under ESSA, increased flexibility has allowed any school, regardless of poverty, to become a schoolwide school as

long as it meets the needs of the lowest achieving students in the school.Criteria:● A Title I-served school is eligible to become “schoolwide” if the following criteria are met:

❏ Developed the comprehensive plan in consultation with the district, its school support team, and any technical assistance provider, if applicable

❏ Developed the comprehensive plan 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, administrators, and if appropriate, pupil service administrators, technical assistance providers, school staff and students (if this is a secondary school)

❏ Made the plan available to the district, parents, and the public❏ Ensure that all required statutory components are included in the plan

Title 101: Schoolwide Plans cont.


● Additionally, the LEA must ensure that:❏ Technical assistance and guidance were provided to the school regarding the development and implementation of the

schoolwide plan.❏ The comprehensive plan was developed in consultation with the district, its school support team, and any technical

assistance provider, if applicable.❏ The comprehensive plan was developed with the involvement of parents and other members of the community to be

served, and individuals who will carry out the plan including teachers, principals, administrators, and if appropriate, pupilservice administrators, technical assistance providers, school staff, and students (students must be included if this is a secondary school).

❏ All services provided by Title I in the schoolwide plan will be supplementary to services that are required to be provided bythe school.

❏ All statutory schoolwide requirements have been met for this school.❏ The LEA will review, monitor and evaluate the schoolwide program annually for effectiveness (EDGAR 200.328).

Required Documentation:● A copy of the schoolwide plan for each Title I-served school with all the required components.



Title 101: Home Language Survey (HLS)


● The Home Language Survey (HLS) is a legally binding document that should only be completed once during a child’s Indiana academic career, upon their first enrollment in Indiana schools. To avoid duplicate administration, the HLS should not be included in the school enrollment packet, but only given to those students who have confirmed that they are enrolling in an Indiana school for the first time. The HLS must be kept in the student’s cumulative folder as part of the permanent record and, in case of transfer, should follow the student to the receiving school.

Important Notes:● Only to first-time IN enrollment and Kindergarten enrollment● Required three questions for screening● Kept in student cumulative folders of all students in the corporation, regardless of native languageRequired Documentation:● Description of HLS administration procedures● Process for ensuring parents fully understand the intent of the HLS

Important Link: https://www.doe.in.gov/elme/english-learner-policy-and-guidance

I

https://www.doe.in.gov/elme/english-learner-policy-and-guidance

Title 101: Migrant Work Survey


● The Migrant Education Program Work Survey must be administered annually to all students enrolled in Indiana school corporations, and not be based upon whether the school district believes the student is eligible for migrant services. The work survey must be completed during registration every year for all students and kept in students’ cumulative files.

Required Documentation:● Process for ensuring parents fully understand the intent of the survey (to provide various services to eligible students and

their families irrespective of their legal status) Title I, Part C Migrant Education Program (MEP) of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001, supports high quality education programs for migratory children (ages 3-21) and helps ensure that migratory children who move among the states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic achievement standards.

Migrant Work Survey can be found at:https://www.doe.in.gov/sites/default/files/elme/work-survey-essa-updated-04-25-17.pdf

Migrant Program website: https://www.doe.in.gov/elme/migrant-101

https://www.doe.in.gov/sites/default/files/elme/work-survey-essa-updated-04-25-17.pdf

https://www.doe.in.gov/elme/migrant-101

Title 101: Monitoring


IDOE is required to monitor LEAs through:● Onsite Monitoring● Desktop Monitoring● Fiscal Monitoring

Important Notes:● IDOE monitors LEAs for compliance of guidelines regarding Federal programs. The documents included in this presentation

are required and viewed/evaluated during monitoring.● LEAs are selected for monitoring based on their scores from a risk assessment.

Important Link: https://www.doe.in.gov/grants/(Documents for monitoring can found underneath the “Title Grants Handbook” link.)

https://www.doe.in.gov/grants/

Title 101: Closing


Questions*For related content, please visit the following sessions at Title Con:

1. Challenges in Educating Vulnerable Youth2. Education for Homeless and Youth

3. ESSA Parent Notices for Title I, EL, MEP, Homeless, and Foster Care4. Federal Grants Programmatic Monitoring


Title 101: Application and Budget Overview

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Title 101: Agenda


● Navigate the steps to successful completion of your grant● Understand the new updates required by ESSA● Q & A / Evaluation

Title 101: Title I Grant Application


IDOE’s Title I Application Center Website:https://title1.doe.in.gov/login.aspx

https://title1.doe.in.gov/login.aspx

Title 101: Application Welcome Page


Title 101: District Information Page


Title 101: District Information Page cont.


Title 101: Application Summary Page


Title 101: Non-public School Distribution


● The Non-public Equitable Share is required to be set aside prior to any district or public school distribution.

● The Non-public Equitable Share is determined by the total number of poverty students attending non-public schools that would otherwise be attending schools in the LEA.

● LEAs are required to serve as the fiscal agent for non-public schools within their attendance boundaries.

Title 101: Non-public Schools


● The LEA is required to consult with each non-public school regarding their participation in Title I services. A LEA Affirmation of Consultation Form must be completed for each non-public school and attached to the grant.

● If a non-public school decides to participate, then the next step is to identify the students that are attending the non-public school and which school in the LEA is their home school. In addition, the school officials would need to identify which of the students are considered “students of poverty.” (Free/Reduced)

Title 101: Non-public Schools cont.


● Once a non-public chooses to participate, and the school officials have identified the poverty students, then the enrollment and poverty numbers are entered into a table on the District Information Page, which then creates a non-public equitable share.

Title 101: Non-public Schools cont.


Title 101: Districtwide Set-asides Page


Title 101: Homeless Children Set-aside


● The Homeless Set Aside is used to provide support to identified homeless students who attend schools within an LEA. All LEA’s are now required to complete the Title I, Part A Homeless Reservation Template in order to calculate the appropriate set-amount amount. An LEA can select one of four options in order to determine their set-aside.

Title 101: Eligible Schools Summary Page


Title 101: Public School’s Page








Amounts must match!





● For any allocation that is budgeted in one of the categories on the Improvement of Instruction budget line, a description must provided in the corresponding description box.



Title 101: Loan Cancellation Survey


Title 101: Total Budget Page


Title 101: Submit Application Page


Title 101: Closing


Questions*For related content, please visit the following session/s at Title Con:

1. Expenditure Coding Requirements for Federal Grants2. Ins and Outs of Expending Federal Funds

Title 101: Closing


Thank You for Attending!*Please complete the pre-conference survey by selecting the following link:

https://form.jotform.com/90155039337961

https://form.jotform.com/90155039337961

Date post:	26-Jul-2020
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