ESEA Title I, Part A Targeting Steps 1, 2, 3 and 4opi.mt.gov › pub › eGrants › TitleIA_TargetingInstructions.pdf · Page 1 of 28 Spring 2012 Title IA Targeting Step Instructions

Page 1 of 28 Spring 2012 Title IA Targeting Step Instructions

ESEA Title I, Part A Targeting Steps 1, 2, 3 and 4

Step 1 Step 2 Step 3 Step 4 Navigation for Step 1 Low-Income Data Source Enrollment Options Attendance Center Select Category Grade Span Feeder Pattern Used Grandfather Homeless Enrollment Public Enrollment Nonpublic Enrollment Public Number Low Income Nonpublic Number Low Income Generating Funds for Services to Eligible Private School Children Navigation for Step 1 To select a check box or radio button, place the cursor over the check box or button and

press the left mouse button. To use a drop-down list, place the cursor over the down arrow and highlight the desired

selection. To enter information in a text box, place the cursor in the text area and click the left mouse

button. Press the Save Page button before clicking a tab to go to another page.

(return to top) NEW - General Warning: Read before completing Targeting pages! If a district has no Title I

allocation of its own at the top of the Allocations page under the Funding Tab of the NCLB Consolidated section, do not complete any Targeting pages. A district without a Title I


allocation may REAP-Flex funds into Title I for the purpose of operating a program, but must not complete the Targeting pages.

Low-Income Data Source Step 1 • Select the check box for the data source – such as participation in the National School

Lunch Program (free and/or reduced-price lunch applications) – that the district is using to determine each eligible attendance area.

o Data must be relevant to the determination of concentrations of economic deprivation of children from low-income families. Free/Reduced Lunch is usually the only one of the listed sources available at the school level.

o Data sources must be applied uniformly to each attendance area and to the district as a whole, or to each grade-span grouping.

• For the data source checked, indicate the month and year the data was collected. o Use the drop-down list to select the month o Select the Year text box and enter the four-digit year. Enter the year in YYYY format.

The page will not save if only two digits are entered (i.e., ‘04’ for 2004) and an error message will display.

Documentation of data source(s) must be kept in the applicant’s Title I records for audit documentation. (return to top) Enrollment Options Step 1

• Select the option to be used to determine percentages of low-income children. The option chosen in this step will affect results of the remaining targeting steps.

o If the Enrollment option is selected, count only those students who are actually enrolled in each attendance center.

o If the Residing option is selected, include all children enrolled in public and nonpublic schools as well as students with disabilities and homeless children where applicable who reside within the attendance center boundaries.

• The applicant may select a different option at any time before submission of the application to OPI to determine the impact of each method. However, the page must be saved each time a choice is modified in order to trigger changes in the remaining targeting steps.

(return to top) Attendance Center Step 1

• The names and school codes of all the district’s schools are automatically listed, based on the data provided by the district that is currently available on the Office of Public Instruction (OPI) database.

• The data in this column cannot be changed on the screen. If changes are required, contact the OPI Title I Program at (406) 444-5660.

• If an attendance center has closed, enrollment should be recorded as 0.


(return to top) Select Category Step 1 This column is relevant for only those districts that use same or similar grade spans in the ranking process in Step 3.

• Districts that use same or similar grade spans in the ranking process should note: o The system initially selects the category using the grades from the “Grade Span”

column. o The category may be changed to group the district’s schools more appropriately by

using the drop-down listing. For example, a district has three K-3 schools and three 4-6 schools. To create a separate ranking group for the K-3 schools, change their category from elementary to lower elementary. To group the 4-6 schools, change their category from elementary to upper elementary.

• Press the Save Page button if any categories are modified. Failure to save the page may result in inaccurate rankings in Step 4.

• Category designations may be changed at any time before submission of the completed application to OPI in order to determine the impact of different groupings. However, the page must be saved each time categories are modified in order to trigger changes in the remaining targeting steps.

• Changing the category may cause a warning message to display, indicating that the category selected does not match the default (expected) value of the grade spans. If this warning displays, verify that the categories are accurate as selected and correct, or proceed, as appropriate.

(return to top) Grade Span Step 1

• The displayed grade ranges are used only to set the category in the Select Category column and cannot be changed on the screen.

• No corrections are necessary to complete and submit the NCLB application. (return to top) Feeder Pattern Used Step 1

• Check this box for a middle school or high school only if low-income numbers appear to be underreported and a feeder pattern has been used to qualify the school.

• Feeder pattern calculations must be maintained at the district for audit documentation.

• For information on calculating low-income numbers by using a feeder pattern, see question 10 of the Title I guidance at http://www.ed.gov/programs/titleiparta/wdag.doc.

(return to top) Grandfather Step 1

http://www.ed.gov/programs/titleiparta/wdag.doc�


• Check this box for any schools that are: o Not eligible this year but will be served through the “grandfather” provision described

in Section 1113(b)(1)(C) of the NCLB legislation. See http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1113 for more information. This method allows districts to designate and serve a school attendance area or school that is not eligible this year but that was eligible and served in the preceding fiscal year, but only for one additional fiscal year.

• Include the reasons for selecting the grandfather option in the comments box on the Targeting Step 4 Web page.

(return to top) Homeless Enrollment Step 1

• Enter the number of identified homeless children. o The McKinney-Vento Homeless Assistance Act (Pub. L. No. 107-110) defines the

term homeless person as one who lacks a fixed, regular, and adequate nighttime residence and who has a primary nighttime residence that is: A shelter/transitional housing, welfare motel, The streets, cars, abandoned buildings, campgrounds, etc., An institution that provides a temporary residence for individuals intended to be

institutionalized, A residence with substandard living conditions (not fit for human habitation-no

electricity, no heat, no running water, no windows/doors, holes in the roof/floor, no way to cook/store food), and

Two or more families living together in crowded or undesirable living conditions (doubling/tripling-up), because they have no place of their own to live where they can safely and healthfully meet their basic needs in privacy and with dignity.

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Public Enrollment Step 1 • If the district selected enrollment as the basis for ranking schools, enter the actual

enrollments for each school as of the date specified on this Web page for the selected low-income data sources.

• If the district selected residing as the basis for ranking schools, enter the number of children residing in each attendance area. Include all children who, by reason of age, are eligible to attend that school:

o all children enrolled in public schools; o all children enrolled in private schools;

http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1113�


o students with disabilities who reside within the attendance center boundaries, regardless of where they are enrolled;

o homeless children who reside within the attendance center boundaries, regardless of where they are enrolled.

• As you enter data, remember to Save Page frequently in order to avoid losing data.

(return to top) Nonpublic Enrollment Step 1

• Enter the number of children residing in each attendance area who are enrolled in private/nonpublic schools that will participate in Title I.

(return to top) Public Number Low Income Step 1

• Enter the number of public school children from low-income families determined by the count from the data source(s) indicated on this Web page.

(return to top) Nonpublic Number Low Income (for private/nonpublic participating schools) Step 1

• Enter the number of private/nonpublic school children from low-income families determined by the count from the data source indicated on this Web page or from comparable measures.

• Steps to follow to obtain data for nonpublic enrollment and nonpublic low income: o Obtain listing of all local district students attending nonpublic schools that will

participate. List must include addresses to verify residency and to place students in the appropriate attendance areas. Use the list to determine the nonpublic enrollment for each attendance area.

o From the list, identify nonpublic students that qualify for free or reduced lunches. If free/reduced data is not available, comparable poverty measures may be used. Use this information to determine the number of nonpublic, low-income students in participating private/nonpublic schools residing in each attendance area.

• For more information on obtaining private school data, see Generating Funds for Services to Eligible Private School Children below.

Press the Save Page before proceeding to Next Step, other pages or programs in the application. Failure to save each page as it is completed will result in data loss.

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Generating Funds for Services to Eligible Private School Children Step 1 Section 1113(c); or Federal Register, 7/3/95, 200.28 In identifying and ranking eligible public school attendance areas, an LEA generally should, if possible, take into consideration data on the number of children from low-income families who reside in each area but who attend private schools. For an LEA to include numbers of such children, however, would require adequate poverty data on private school children throughout the LEA. Because obtaining these data for the entire LEA may be extremely difficult, an LEA may identify and rank its eligible school attendance areas on the basis of children from low-income families attending public schools only. Because generation of funds and eligibility of private school children for services are dependent upon residence in a participating public school attendance area, an LEA must share the results of its selection process with private school officials early in the consultation process. Other information that generally should be provided in the consultation process includes the following data on each participating area: grade span, enrollment, the number of low-income public and private school children residing in the area and, as soon as available, the per-pupil allocation of each public school participating area. Under section 1113(c) of Title I, an LEA must allocate funds to a participating public school attendance area or school on the basis of the total number of children from low-income families including low-income children attending private schools. Thus, the LEA, in consultation with the private school officials, must obtain the best available poverty data on private school children who reside in participating attendance areas. Because private school officials may have access to some sources of poverty information not easily accessible to public school officials, it is very important that public and private school officials cooperate in this effort. Collecting Poverty Data on Private School Children An LEA may use the following methods to obtain poverty data on private school children. 1. Data from the same source. An LEA may use poverty data from the same source for both public

and private school children, e.g., free and reduced-price lunch data. 2. Comparable data. An LEA may use poverty data for private school children that are from a

different source than the data it uses for public school children as long as the income level for both sources is generally the same. For example, the LEA uses free or reduced-price lunch data but private school children do not participate in the free lunch program; however, private school officials are able to provide the LEA a count of children who would be eligible for free or reduced-priced lunches using other sources of poverty data such as a survey of parents of Temporary Assistance for Needy Families (TANF).

Some LEAs conduct a survey that requests comparable data on the low-income families whose children attend private schools. The only information necessary for the LEA to include for private school children is (1) address, (2) grade level of each child, and (3) income level of parents. An LEA is not required to have the names of the families.

Example: Surveys yielding good data have some common characteristics. The survey itself is simple and understood by parents, including parents with limited knowledge of English. Letters of


explanation are sent to principals and meetings are held with them to explain the necessity and importance of the survey. Principals are encouraged to meet with the parents, then distribute the surveys. After a period of time has lapsed, during which time the surveys should have been received, the principals begin to follow-up with those parents who have not returned them. Parents are assured that the completed individual survey forms will be kept in confidence at the private school.

Example: One school district finds that sensitive data such as income level are most easily collected when the families providing the data feel that their privacy is being protected. For this reason they use only a number system to identify the families and do not require any names on the form. Each principal is given a copy of the form and instructed to number the forms and keep a log. They inform parents that their names will only be matched to the numbers if they do not return the form (i.e., in order to contact them). Printed at the bottom of the form is “This form has been numbered to protect your privacy. Once we receive the information requested, any correlation of this number to your family’s name will be kept in strict confidence.”

3. Extrapolation from a representative sample of actual data. An LEA may extrapolate the number of low-income private school children from actual data on a representative sample of private school children. The representative sample size should be large enough to reasonably conclude that the poverty estimate is accurate.

An extrapolation example is given below. EXTRAPOLATION

Public School Attendance Areas

1

Number of Private School Children Residing In Each Attendance Area

2

Number of Private School Children On Returned Surveys In Each Attendance Area (Poor & Non-Poor)

3

Number of Poor Private School Children On Returned Surveys In Each Attendance Area

4

Extrapolated Number of Poor Private School Children In Each Attendance Area

5 A 150 115 100 130.4 B 20 10 4 8 C 30 20 2 3 D 35 10 5 17.5

Column 5 = Column 2 ÷ Column 3 × Column 4 4. Correlation of sources of poverty data. An LEA may obtain the number of poor private school

children by correlating sources of data--that is, by determining the proportional relationship between two sources of public school data and applying that ratio to a known source of data in the private schools. For example, TANF in public schools is to free and reduced-price lunch in


public school as TANF in private schools is to X (correlated free and reduced-price lunch in private schools).

TANF public = TANF private Free and reduced-price lunch X (return to top)

ESEA Title I, Part A Targeting Step 2

Step 2 Navigation for Step 2 Calculation Table Values for Ranking Navigation for Step 2 To select a radio button, place the cursor over the button and press the left mouse button.

Press the Proceed to Ranking button to save the page and move to Step 3.

Be sure to click on Proceed to Ranking before proceeding to Next Step, other pages or programs in the application. Failure to do so will result in lost data. Calculation Table Step 2

• The information provided in the table has been calculated based on the data entered in Step 1. Information cannot be changed on this page. Review the totals for accuracy. If the information is in error, return to Step 1 to make corrections. Remember to Save Page on Step 1 after making any changes.

• The low-income percentage has been calculated for the district as a whole and for each grade span grouping based on the schools included in that grade span.

• To change the grade span grouping of individual attendance centers, return to Step 1 and make revisions in the “Select Category” column. Remember to Save Page on Step 1 after making any changes.

• If a school’s low-income student count was derived through the feeder pattern and noted in Step 1, the enrollment and low-income counts for that school will not be included in the calculations. Since these are derived numbers instead of actual counts, they have the potential for inappropriately skewing district or grade span results.

Values for Ranking Step 2


• Choose the data to be used to rank attendance centers by selecting one of the options at the bottom of the Web page. The choice will determine which low-income percentage is used to rank schools in Step 4.

• In identifying and ranking eligible public school attendance areas, an LEA generally should, if possible, include data on the number of children from low-income families who reside in each area but who attend private/nonpublic schools that will participate. If such numbers are available and verifiable, select Use Public and Nonpublic Values for Ranking.

• An LEA may be unable to gather adequate poverty data on private/nonpublic school children throughout the LEA. If that is the case, an LEA may identify and rank its eligible school attendance areas on the basis of children from low-income families attending public schools only by selecting Use Only Public Values for Ranking.

• The option selected may be changed at any time before submitting the application to the OPI. If the option is changed, remember to save the page after any changes.

Be sure to click on Proceed to Ranking before proceeding to Next Step or other pages or programs in the application. Failure to do so will result in lost data.

Return to Step 2 (return to top)


Step 3

Navigation for Step 3 Targeting Method Selection LEA Identification and Selection of School Attendance Areas and Allocation of Title I Funds to School Attendance Areas and Schools LEA Discretion in Selecting Participating Areas and Schools Navigation for Step 3 To select a radio button, place the cursor over the button and press the left mouse button.

Press the Rank button to save the page and move to Step 4.

When entering data use the Rank button. When only viewing content use the page tabs rather than the button. Be sure to click on “Rank” before proceeding to other pages or programs in the application. Failure to do so will result in lost data on Step 3.


NOTE: If school level allocations were previously entered in Step 4, clicking the Rank button will

cause a new list of schools to be created and will reset all previously entered school allocations to zero.

If Steps 1-4 have been completed and saved, reopening Step 3 and selecting Rank will wipe out school level allocations in Step 4. The system interprets selecting Rank as a sign that data has changed somewhere in Steps 1 through 3 and therefore Step 4 ranks the list of eligible attendance centers based on data in Steps 1 through 3. This list is interpreted as “new” by the system and school level allocations revert to $0. If no changes have been made in Steps 1-3 and the applicant is simply reviewing the information, in this case only move from Step 3 to Step 4 using the tab strip at the top of the page. (Hint: If you have completed Step 4, print out a paper copy for reference before revisiting Steps 1-3.) Targeting Method Selection Step 3

• Click on the appropriate radio button to select the desired ranking method for all attendance centers. These methods are outlined in Section 1113 of Public Law 107-110.

• For more information on the method of qualifying attendance centers, see below and “LEA Identification and Selection of School Attendance Areas and Allocation of Title I Funds to School Attendance Areas and Schools.” Exempt: District enrollment is less than 1,000. The district may serve any school.

Selecting this method will run a check on enrollments entered on Step 1. If the enrollment numbers included in Step 1 sum to 1,000 or greater, an error message will display and data will not be saved. A typical error message is “DATA NOT SAVED: Ranking Method #1 is not valid as the district has a public enrollment of 1001, which isn’t less than 1,000.” If this message displays, check enrollments in Step 1 for errors. If there are no errors in enrollments and they do sum to 1,000 or greater, a different ranking method must be selected in order to proceed.

Exempt: One school per grade span (e.g., K-5, 6-8, 9-12). Districts with only one school per grade span (or a one-school district) may serve any school. For purposes of this method only, the grade span is controlled by the grade span displayed in Step 1, not by the category selected. If the grade spans displayed in Step 1 indicate overlapping grades (e.g., K-4, K-6), selecting this method will allow rank ordering and completion of the application. However, a warning message will display upon returning to the Step 3 Web page. If the warning does display, provide an explanation in the comments box on the Step 4 Web page.

Areas with low income greater than or equal to the average of same or similar grade spans. Schools will be grouped based on the “Select Category” column in Step 1. Any school at or above the group wide percentage in each group calculated in Step 2 is eligible for services. Funds available may not be sufficient to serve all identified attendance centers.

Areas with low income greater than or equal to the district average: Ranking within entire district. Schools at or above the district-wide average as

calculated in Step 2 are eligible for services. Funds available may not be sufficient to serve all identified attendance centers.


Ranking by same or similar grade spans. Schools with similar grade spans based on the “Select Category” column in Step 1 are grouped together and any school at or above the district-wide low-income percentage in each group is eligible for services. The district-wide percentage is calculated in Step 2. Funds available may not be sufficient to serve all identified attendance centers.

Areas with low income greater than or equal to 35%: Ranking within entire district. All schools at or above 35% are eligible for services.

Funds available may not be sufficient to serve all identified attendance centers. Ranking by same or similar grade spans. Schools with similar grade spans based on

the “Select Category” column in Step 1 are grouped together and any school at or above 35% in each group are eligible for services. Funds available may not be sufficient to serve all identified attendance centers.

LEA Identification and Selection of School Attendance Areas and Allocation of Title I Funds

to School Attendance Areas and Schools Step 3 Section 1113 of Title I contains the requirements for identifying eligible school attendance areas and selecting those eligible areas that will participate in Title I. It also contains the requirements for allocating Title I funds to participating areas. The following points summarize these requirements. General Selection Requirements 1. An LEA must rank all of its school attendance areas in rank order of poverty.

• An LEA must use the same measure of poverty for: Identifying eligible school attendance areas. Determining the ranking of each area. Determining the allocation for each area.

• The LEA must select a poverty measure from the following options: Children eligible for free and reduced-price lunches under the National Free School Lunch Act. Children in families receiving assistance under the Temporary Assistance for Needy Families (TANF) program. Children eligible to receive medical assistance under the Medicaid program. A composite of any of the above measures.

Note: Usually the only data available at the school level is free and reduced-price meal data.

• An LEA must rank school attendance areas based on the percentage (not the number) of low-income children counted.

2. After an LEA has ranked all of its school attendance areas by poverty, the LEA must serve, in rank order of poverty, its areas above 75 percent poverty, including any middle schools or high schools.


3. Only after an LEA has served all of its areas with a poverty rate above 75 percent may the LEA serve lower-ranked areas. The LEA has the option to (1) continue on with the district-wide ranking or (2) rank remaining areas by grade span groupings.

• The same district-wide poverty average must be used if the LEA selects option 1.

• For ranking by grade-span groupings, the LEA may use (1) the district-wide poverty average or (2) the district-wide grade-span poverty averages for the relevant grade span grouping.

• If an LEA has no school attendance areas above 75 percent poverty, the LEA may rank district-wide or by grade-span groupings.

• An LEA’s organization of its school defines its grade-span groupings. For example, if an LEA had elementary schools serving all elementary grades, middle schools and high schools, the grade-span groupings would be grades K-5, 6-8, and 9-12. To the extent, an LEA has schools that overlap grade spans (e.g., K-5, K-8, 6-8); the LEA should include a school in the grade span in which it is most appropriate.

4. An LEA with an enrollment of less than 1,000 students or with only one school per grade span is not required to rank its school attendance areas.

LEA Discretion in Selecting Participating Areas and Schools Step 3 5. An LEA may

• Designate as eligible any school attendance area or school in which at least 35 percent of the children are from low-income families, i.e., the “35 percent rule.”

• Use Title I funds in a school that does not serve an eligible school attendance area if the percentage of children from low-income families enrolled in the school is equal to or greater than the percentage of such children in a participating school attendance area of the LEA.

• Designate and serve a school attendance area or school that is not eligible under this section, but that was eligible and that was served in the preceding fiscal year, but only for one additional fiscal year.

• Elect not to serve an eligible school attendance area or school that has a higher percentage of children from low-income families if all three of the following are true:

The school meets the Title I comparability requirements. The school is receiving supplemental funds from other state or local sources that are spent according to the requirements of section 1114 or 1115. The funds expended from such other sources equal or exceed the amount that would be provided under part A.

• For one additional year only, designate and serve a school attendance area or school that is no longer eligible but was eligible and served in the preceding year.

Click the “Rank” button before proceeding to other pages or programs in the application. Failure to do so will result in lost data on Step 3. Return to Step 3


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Step 4 Navigation for Step 4 Title I Allocation Table Set Asides Table Calculate Distribution Amount Distribute Amount Evenly Attendance Center Table Attendance Center Column Schoolwide/Targeted Assistance Column Schoolwide Targeted Assistance Not Served Column Public Low-Income, Nonpublic Low-Income, Low-Income Percent Columns Attendance Center Allocation Column Public Allocation Column Per Pupil Amount Column Nonpublic Allocation Column Check Distribution Save Distribution District Comment Box Required Expenditures for School in Title I School Improvement, Corrective Action, or Restructuring Status (Section 1116) Requirements for Allocating Title I Funds to Participating Areas and Schools Schoolwide Programs What is a Schoolwide Program? Schoolwide Plans Required Components of Schoolwide Programs What is a Targeted Assistance Program? Who is Eligible for Part A Services? Addressing the Needs of All Children Navigation for Step 4 To select a check box or radio button, place the cursor over the check box or button and

press the left mouse button. To enter information in a text box, place the cursor in the text area and click the left mouse

button.


The Calculate Distribution Amount button calculates the Total Distribution Amount of the set asides and the Minimum Per Pupil Amount.

The Distribute Amount Evenly button distributes amounts evenly to all of the schools listed

except for those schools checked as “Not Served.” The Check Distribution button calculates the “Per Pupil Amount” and Nonpublic Allocation”

columns based on the amount in the “Attendance Center Allocation” column and the numbers in the “Public Low Income” and “Nonpublic Low Income” columns.

The Save Distribution button checks for edits on the page. If no errors are found, all data is

saved. Title I Allocation Table Step 4

• Title I Allocation – This cell displays the current year Title I allocation for the prime applicant as indicated in the NCLB Consolidated section under Funding, Allocations tab.

• + Prior Year Funds – This cell will show carryover funds, if any, when these funds are available.

• + Transfers In – This cell displays any available funds transferred into Title I under NCLB transferability or from a member district.

• = Total Title I Available for LEA (local educational agency) – This cell displays the total funds available for use, including amounts transferred in.

Set Asides Table Step 4

• A district may reserve funds for certain reasonable and necessary services before allocating funds to schools.

• Funds set aside are deducted from the Total Title I (Allocation) Available for LEA

• Because the reservation of funds by an LEA will reduce the funds available for distribution to participating public schools as well as private schools, consultation with teachers, principals, parents, and private school officials must include discussion on necessary reservations.

• Enter the amount of funds to be set aside, if any, for the purposes noted below: o Private School Non-Instructional Costs

Costs for non-instructional expenses for private school services. These costs must be paid “of the top” and are in addition to funds generated for instructional services to eligible Title I students in private schools.

o Administration Costs for administering the program for public and private school children.

The purchase and lease of real and personal property (including mobile educational units and neutral sites);

Insurance and maintenance costs;


Transportation; Other comparable goods and services, including non-instructional computer

technicians. Up to 5 percent for financial incentives and rewards to teachers in schools

identified for improvement, corrective action, and restructuring for the purpose of attracting and retaining qualified and effective teachers.

o Homeless Children Costs for serving homeless children who do not attend participating schools, including

providing educationally related support services to children in shelters and other locations where children may live.

o Homeless – Title I Set-aside LEAs must reserve (or set aside) funds as are necessary to provide services

comparable to children in Title I, Part A funded schools to serve homeless children who do not attend participating schools.

o Neglected/Delinquent Children Costs for serving children in local institutions for neglected children, children in

local institutions for delinquent children, and neglected or delinquent children in community day school programs (if appropriate).

o Neglected and Delinquent Set-aside Each child or youth in a local Neglected facility is counted in the funding formula

numbers for the Title I, Part A total. These students generate an allocation of funds under Title I, Part A and are eligible for services provided by the local district at the school or in the facility in which the students are housed.

Each district that has children in a local facility receives a report of eligible students each year from the OPI. See Related Links: Private Local Neglected Homes 2008 at http://www.opi.mt.gov/Delinquent/index.html .

o Preschool (District Wide) Costs for operating a preschool program for eligible children in the district as a whole or

for a portion of the district, or for distribution to specific Title I schools to operate Part A preschool programs.

Note that a participating school may also use its Part A funds to operate a preschool program without reserving funds at the LEA level.

o Transportation for School Choice and Supplemental Educational Services LEAs must use Title I funds (and may use other federal, state, local, and private

resources) to pay for choice-related transportation required to implement public school choice. (Required when one or more schools are in Improvement beginning with Improvement Year One, if there are other public schools at the same grade span.)

LEAs must use Title I funds (and may use other federal, state, local, and private resources) to pay for supplemental educational services required as part of the school improvement process. (Required for Improvement Year Two schools.)

http://www.opi.mt.gov/Delinquent/index.html�


WARNING! Every applicant will see a warning in red to remind them that a total of 20% (either from Title I or other funds) must be designated for public school choice transportation and/or supplemental educational services if the district has schools identified for improvement. If you have no schools in improvement, enter a comment in the Comment Box to that effect and proceed. If you do have schools in improvement, go to the appropriate set-aside box(es) and enter amounts to reach the 20% total required.

Unless a lesser amount is needed to meet demand for choice-related transportation and to satisfy all requests for supplemental educational services, an LEA must spend up to an amount equal to 20% of its Title I, Part A allocation, before any reservations, on:

(1) Choice-related transportation; (2) Supplemental educational services; or (3) A combination of (1) and (2).

o Parent Involvement (District Wide and School Level) Costs for providing district-wide parental involvement activities. An LEA that receives more than $500,000 in Title I funds must reserve at least 1% of its

allocation for parental involvement activities. If rounding, this amount must be rounded up.

Not less than 95% of these reserved funds must be distributed to schools for parent involvement activities.

o Highly Qualified Professional Development (not required if box is checked indicating all are already highly qualified) LEAs must use 5% of their Title I allocation for professional development activities to

ensure that teachers (and paraprofessionals) in Title I schools who are not highly qualified become highly qualified not later than the end of the 2005-2006 school year unless lesser amount is needed. See also Section 1119(l) of the Title I legislation at http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1119 If rounding, this amount must be rounded up.

o Other District Level Professional Development This could be any other high-quality professional development as defined in Sec. 1119 of

NCLB for Title I staff (or all staff in schoolwide programs) even if the staff already meet "highly qualified" requirements.

o Professional Development (District in Improvement) In addition to the 5% noted above, LEAs identified for improvement must reserve at least

10% of their Title I allocation for professional development in Title I schools. See Section 1116(c)(7)(A)(iii) at http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1116.

In addition, each school identified for improvement must commit 10% of the school level allocation to professional development. The school amounts count toward the district required amount (if the district is also in improvement).

o Instructional Programs (District Level) Conducting other authorized activities such as:




• summer school and intersession programs (for students attending participating school attendance areas)

• an LEA must also ensure that it provides equitable services to private school children from Title I funds reserved “off the top” for district level instructional programs. The LEA bases equitable services from the reserved funds on the proportion of private school children from low-income families residing in participating public school attendance areas.

o Indirect Costs Key in your approved indirect cost from your Title I Budget. Your indirect cost is

calculated based on your Subtotal – Operating Budget. Refer to grayed out box for maximum indirect cost that may be taken based on the

district's approved rate. Calculate Distribution Amount Step 4

• Click the Calculate Distribution Amount button after entering the set asides for the district to calculate Total Distribution Amount and Minimum Per Pupil Amount (if applicable).

o If an LEA serves any areas or schools below 35% poverty, the LEA must allocate to all its participating areas or schools an amount for each low-income child in each participating school that is at least 125% of the LEA’s allocation per low-income child (Minimum Per Pupil Amount). See Requirements for Allocating Title I Funds to Participating Areas and Schools.

• Total Distribution Amount = total available Title I dollars minus set district level set asides and unbudgeted funds.

• The Total Distribution Amount must be fully allocated to the eligible attendance centers in the attendance center allocation table in order for the page to save.

• If the district selects exempt (ranking method 1 or 2) in Step 3, the Minimum Per Pupil Amount will be zero.

• If all of the schools receiving Title I allocations have a low-income rate greater than or equal to 35%, the Minimum Per Pupil Amount will be zero.

Distribute Amount Evenly Step 4

• Select any schools displayed in the Attendance Center Table at the bottom of the Web page that will not be served by clicking in the appropriate check box(es).

• Click the Distribute Amount Evenly button. When this button is clicked, the “Total Distribution Amount” is evenly distributed to all of the schools listed in Step 4 except those schools checked as “Not Served.”

• If the “Per Pupil Amount” calculated is less than the “Minimum Per Pupil Amount,” a warning will be displayed when the page is saved.


• To allocate different per pupil amounts, enter the allocation amounts manually in the “Attendance Center Allocation” column. The “Per Pupil Amount” will be calculated or recalculated when the Check Distribution button is clicked.

Attendance Center Table Step 4 Attendance Center Column Step 4

• The attendance centers that appear on this page are the result of information that has been entered and saved during the previous targeting steps including:

o Checking the Grandfather column in Step 1. o The school category (elementary, middle school, high school, etc.) selected in Step 1. o Entering correct and complete enrollment and low-income data in Step 1. o Including or excluding private school values for ranking in Step 2. o Ranking method selected in Step 3.

• Only those schools that are eligible for services based on the ranking method selected in Step 3 will appear in this table.

• All schools should appear on the list if the district is exempt from ranking attendance centers (enrollment less than 1,000 or one school per grade span) and one of those methods is selected in Step 3.

• If a school does not appear on the list, and you believe the school is eligible for services, check the following:

If the school is eligible under the grandfather provision, is “Grandfather” checked for that school in Step 1? o Are the enrollment and low-income numbers for that school correctly entered in Step

1? Errors in Step 1 will impact the low-income percentages for each school, grade span, and the entire district as displayed in Step 2. The percent of low income is used to determine whether the school is above or below the district or grade span average as indicated by the ranking method selected in Step 3.

o If using grade span grouping as the ranking method, was the appropriate category for that school selected in Step 1? The district’s schools are grouped based on the “Select Category” column in Step 1.

o Does the district need to include/exclude private school low-income values? If so, return to Step 2, change the selection, save the page, and perform and save Step 3 again.

o If the district is exempt from ranking, is one of the exempt ranking methods selected in Step 3? All schools should appear on the list for exempt districts.

o Does the school appear on the list of attendance centers in Step 1? If a school is not on the list, the district will need to contact the OPI Title I Program before completing Title I Targeting.

Schoolwide/Targeted Assistance Column Step 4


Schoolwide Step 4 (SWP) • Click the radio button in this column if the school will conduct a schoolwide program as

defined below during the school year. See also Schoolwide Programs and What is a Schoolwide Program? If the district will operate any schoolwide program, then the Title I A – Schoolwide section of this application must be completed. In addition, funds for schoolwide programs must be transferred from Title IA to Schoolwide on the Funding, Allocations tab under the NCLB Consolidated section.

• Definition: An LEA may use Title I funds in combination with other federal, state and local funds to upgrade the entire educational program in an eligible Title I school if, for the initial year of the program, the school serves an eligible school attendance area in which not less than 40% of the children are from low-income families, or not less than 40% of the children enrolled in the school are from such families.

• The plan should be developed over the period of a year prior to implementation and should be approved by the LEA. See Schoolwide Plans.

• It is not required of a schoolwide program school to identify particular children as eligible to receive services or to provide supplemental services to such children, but students who experience difficulty mastering any of the required standards are to be provided timely, effective additional instructional assistance. See Addressing the Needs of All Children.

• In some cases, a schoolwide program may have been developed and implemented at a building with a poverty rate of at least 40% but the poverty rate may have declined since implementation. In such a case, the schoolwide program may continue to be implemented, and the check box should be clicked. This will cause the following warning message to display: “To offer a schoolwide program, a school must have an initial low-income percent of 40% or higher and must have spent a year planning to upgrade its entire educational program.” If this warning appears, click on “OK” and continue to work on the page. It should not prevent saving. If the warning appears, provide an explanation in the comments box on the Step 4 Web page.

Targeted Assistance Step 4 (TAS) • Click the radio button in this column if the school will conduct a targeted assistance program

as defined below during the school year. See Below: What is a Targeted Assistance Program? Who is Eligible for Part A Services?

Not Served Column Step 4 • Click the check box in this column for any displayed attendance centers that will NOT be

served.

• This should be completed before clicking on the Distribute Amount Evenly button. Public Low Income, Nonpublic Low Income, Low Income Percent Columns Step 4

• These fields are displayed, based on information entered in Step 1.

• To change these numbers, return to Step 1, revise the data, save the page, perform and save Step 2, and perform and save Step 3.

Attendance Center Allocation Column Step 4


• These fields display amounts if the Distribute Amount Evenly button was clicked earlier on the page.

• To change the amounts in any of these fields, click or tab to the box and enter the amount desired.

• Unless the district is exempt from targeting, entering a higher per pupil allocation to a lower ranked school will cause an error message to display and the data will not be saved.

Public Allocation Column Step 4 • These fields display the public school share of the grant, based on the numbers entered in

Step 1. Per Pupil Amount Column Step 4

• These fields display the calculated per low-income pupil amount based on the amount entered in the Attendance Center Allocation column and will change if allocations are changed.

• This amount should be checked against the Minimum Per Pupil Amount in the table above on the page. If it is less than the required minimum amount, a warning message will display at the top of the page when the page is saved.

Nonpublic Allocation Column Step 4

• These fields display the equitable private school share of the grant, based on the numbers entered in Step 1.

Check Distribution Step 4

• Before clicking this button, there should be an amount in the “Attendance Center Allocation” column for each school to be served.

• When this button is clicked, the “Per Pupil Amount” and “Nonpublic Allocation” columns are calculated based on the amount in the “Attendance Center Allocation” column and the numbers in the “Public Low Income” and “Nonpublic Low Income” columns. A number of edits are also checked.

Save Distribution Step 4

• When this button is clicked, edits for this page are checked. If no errors are encountered, all data is saved.

• This page cannot be saved unless the total of the set asides, including unbudgeted, and attendance center allocations equals the total Title I funds available.

• Warning messages bring attention to situations that are potential errors, but allow the page to save.

• Error messages bring attention to errors and do not allow the page to save.

• If the applicant thinks an error message is mistakenly displayed, use the Contact Us links on the page to notify the OPI.


District Comment Box Step 4 • Use this box to document the use of feeder pattern, “grandfather” clause or explain how

original schoolwide program began with a lower poverty rate than a school now has.

• Enter any other clarifying comments that might be helpful to the application review. Required Expenditures for Schools in Title I School Improvement, Corrective Action, or Restructuring Status (Section 1116) Step 4

• Unless a lesser amount is needed to provide transportation for public school choice and to satisfy all requests for supplemental educational services, an LEA shall spend an amount equal to 20% of its Title I Part A allocation of which the agency shall spend:

o An amount equal to 5% of its allocation to provide, or pay for, transportation for public school choice (required when one or more schools are in Improvement beginning with Year One, if there are other schools at the same grade span).

o An amount equal to 5% of its allocation to provide supplemental educational services (required for schools in Improvement Year 2 and beyond).

o An amount equal to the remaining 10% of its allocation for transportation for public school choice, supplemental educational services, or both, as the LEA determines.

• A local educational agency shall spend an amount equal to 10% of its Title I Part A allocation for each fiscal year in which the agency is identified for improvement for professional development in addition to funds reserved for professional development under section 1119.

Requirements for Allocating Title I Funds to Participating Areas and Schools Step 4

• An LEA must allocate Part A funds to participating school attendance areas or schools, in rank order, based on the total number of children from low-income families in each area or school. An LEA with an enrollment of less than 1,000 students or with only one school per grade span is not required to allocate funds to areas or schools in rank order.

o If an LEA serves any areas or schools below 35% poverty, the LEA must allocate to all its participating areas or schools an amount for each low-income child in each participating school attendance area or school that is at least 125% of the LEA's allocation per low-income child.

o An LEA's allocation per low-income child is the total LEA allocation under Title I, Part A, subpart 2 divided by the number of low-income children in the LEA as determined using the poverty measure selected by the LEA to identify eligible school attendance areas. The LEA then multiplies this per-child amount by 125%.

o An LEA calculates 125% of its allocation per low-income child before the LEA reserves any funds.

o An LEA must allocate at least this amount for each low-income child in every school the LEA serves, not just for those schools below 35% poverty.


o If remaining funds are not sufficient to fully fund the next ranked eligible school attendance area or school, the LEA may serve the area or school if it determines the funds are sufficient to enable children to make adequate progress toward meeting the state's challenging performance standards.

• An LEA serving only areas or schools at or above 35% poverty must allocate funds in rank order, on the basis of the total number of low-income children in each area or school but is not required to allocate 125% of the LEA's allocation per low-income child as described above. However, in determining what per-child amount to allocate, the LEA should bear in mind the purpose of such funding – to enable children who are most at risk to meet the state's challenging student academic achievement standards. The per-child allocation amount must be large enough to provide a reasonable assurance that a school can operate a Title I program of sufficient quality to achieve that purpose.

• An LEA is not required to allocate the same per-child amount to each area or school. However, the LEA must allocate a higher per-child amount to areas or schools with higher poverty rates than it allocates to areas or schools with lower poverty rates.

• An LEA that opts to serve schools below 75% poverty using grade span groupings may determine different per-child amounts for different grade spans so long as those amounts do not exceed the amount allocated to any area or school above 75% poverty. Per-child amounts within grade spans may also vary so long as the LEA allocates higher per-child amounts to areas or schools with higher poverty rates than it allocates to areas or schools with lower poverty rates.

Schoolwide Programs Step 4 A school may operate a schoolwide program if 40% of the children enrolled in the school or residing in the school attendance area are from low-income families in the first eligible year. To promote effective, long-term planning, a school can maintain its schoolwide program eligibility even if it drops below the initial poverty threshold. Note 1: To determine eligibility for a schoolwide program, an LEA may use a different poverty measure than the one(s) used by the LEA to identify and rank school attendance areas for Part A eligibility and participation.

For example, for the 2003-04 school year, an LEA ranks its school attendance areas using Temporary Assistance for Needy Families (TANF) data and determines that all schools with 35% poverty and above will participate in Title I. However, although TANF data indicates a school has 38% poverty and, therefore, is not eligible to conduct a schoolwide program, free and reduced-price lunch data indicate that this same school has 42% poverty. The LEA may determine that this school is eligible to conduct a schoolwide program. Note 2: A school may plan for a schoolwide program while under 40% poverty if it is anticipated that the poverty level will be at 40% or above at the beginning of the qualifying year.

What is a Schoolwide Program? (Step 4) A schoolwide program permits a school to use funds under Part A of Title I and other federal education program funds and resources to upgrade the entire educational program of the school


and to raise academic achievement for all the students. Schoolwide programs do not have to identify children as eligible for services. This contrasts with a Title I targeted assistance program, a different approach through which Part A funds are used only for supplementary educational services for eligible children who are failing or most at risk of failing to meet state academic achievement standards. Schoolwide programs have great latitude in determining how to spend their Title I, Part A and other program funds as long as they engage in schoolwide reform strategies that increase the amount and quality of learning time and help provide a high-quality curriculum for all children, according to a comprehensive plan to help children meet the state academic achievement standards. Schoolwide programs may use, in addition to Part A funds, funds from most other federal education programs to upgrade the entire educational program. Flexibility in the use of funds is tied to increased achievement by children in the target groups of children that the individual programs are intended to help. A schoolwide program that includes other federal programs in addition to Part A does not have to conform to the specific statutory or regulatory requirements of each separate program as long as the intent and purposes of those programs, as well as certain requirements relating to such critical areas as civil rights and health and safety, are met. The involvement during comprehensive planning of a schoolwide program of all staff, parents, and others in the community that have a stake in the children’s education will help to ensure that the program is designed to meet the needs of all the students in the school. Schoolwide Plans Step 4

• Any eligible school that desires to operate a schoolwide program shall first develop or amend a comprehensive plan for reforming the total instructional program in the school that:

o Describes how the school will implement the required components listed below. o Describes how the school will use resources under this part and from other sources to

implement those components. o Includes a list of state, local, and federal programs that will be consolidated in the

schoolwide program. o Describes how the school will provide individual student academic assessment

results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the state assessments.

Required Components of Schoolwide Programs Step 4 Under Section 1114 (b) (1), a schoolwide program must include the following components: 1. A comprehensive needs assessment of the entire school (including taking into account the

needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

2. Schoolwide reform strategies that


a. Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

b. Use effective methods and instructional strategies that are based on scientifically based research that

i. Strengthen the core academic program in the school. ii. Increase the amount and quality of learning time, such as providing an extended school

year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum.

iii. Include strategies for meeting the educational needs of historically underserved populations.

c. i.Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program, which may include:

1. Counseling, pupil services, and mentoring services. 2. College and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies.

3. The integration of vocational and technical education programs. ii. Address how the school will determine if such needs have been met.

d. Are consistent with, and are designed to implement, the state and local improvement plans, if any.

3. Instruction by highly qualified teachers. 4. In accordance with Section 1119 and subsection (a)(4), high-quality and ongoing professional

development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

5. Strategies to attract high-quality highly qualified teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with Section 1118, such as family

literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as

Head Start, Even Start or Early Reading First to local elementary school programs. 8. Measures to include teachers in the decisions regarding the use of state academic

assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of the state academic assessments shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.


10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Title I does not have to pay for these components in a schoolwide program; rather, a school with a schoolwide program must include these components in its school. What is a Targeted Assistance Program? (Step 4) A targeted assistance school, primarily addressed in section 1115 of Title I, Part A, is one that receives Part A funds yet is ineligible or has chosen not to operate a Title I schoolwide program. The term "targeted assistance" signifies that the services are provided to a select group of children--those identified as failing, or most at risk of failing, to meet the state's challenging content and student performance standards--rather than for overall school improvement, as in schoolwide programs. Like schoolwide program schools, the goal of a targeted assistance school is to improve teaching and learning to enable Part A participants to meet the challenging state performance standards that all children are expected to master. To accomplish this goal, a targeted assistance program must be based on effective means for improving achievement of participating children; use effective instructional strategies that give primary consideration to extended-time strategies, provide accelerated, high-quality curricula, and minimize removing children from the regular classroom during regular school hours; coordinate with and support the regular education program; provide instruction by highly-qualified and trained professional staff; and implement strategies to increase parental involvement.

A targeted assistance school differs from a schoolwide program school in several significant respects:

• Part A funds may be used in targeted assistance schools only for programs that provide services to eligible children identified as having the greatest need for special assistance.

• Part A funds must be used for services that supplement, and do not supplant, the services that would be provided, in the absence of the Part A funds, from non-federal sources.

• Records must be maintained that document that Part A funds are spent on activities and services for only Part A participating students.

Who is Eligible for Part A Services? (Step 4) One of the primary differences between schoolwide program schools and targeted assistance schools is the requirement that the latter may use Title I, Part A funds only for programs that provide services to eligible children identified as having the greatest need for special assistance. Targeted assistance schools, therefore, may not provide services to all children in the school or in particular grades. In the new Title I, schools play the key role in selecting children to participate in Part A programs. No longer is there a requirement for a district-wide needs assessment in which children are selected on the basis of uniform criteria across the LEA as a whole. Rather, as described below, an LEA establishes multiple, educationally related, objective criteria to determine which children are

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eligible to participate in Part A. Each targeted assistance school may supplement these criteria and selects, from among its eligible children, those who are in greatest need for Part A assistance.

• Children eligible for Part A services must be from the following populations: o Children not older than age 21 who are entitled to a free public education through

grade 12. o Children who are not yet at a grade level where the LEA provides free public

education, yet are of an age at which they can benefit from an organized instructional program provided in a school or other educational setting.

• Eligible children are children who are failing, or most at risk of failing, to meet the state's challenging student performance standards.

o A targeted assistance school generally identifies eligible children within the school on the basis of multiple, educationally related, objective criteria established by the LEA and supplemented by the school.

o Children who are economically disadvantaged, children with disabilities, migrant children, and limited English proficient (LEP) children are eligible for Part A services on the same basis as other children that are selected for services. Thus, schools are no longer required to demonstrate that the needs of LEP students stem from educational deprivation and not solely from their limited English proficiency. Similarly, schools are no longer required to demonstrate that the needs of children with disabilities stem from educational deprivation and not solely from their disabilities.

o Children from preschool through grade two must be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures that determine which children are failing, or most at risk of failing, to meet the state's challenging content and student performance standards.

Certain children are considered at risk of failing to meet the state's student performance standards and are thus eligible for Part A services by virtue of their status:

o Children who participated in a Head Start or Even Start program at any time in the two preceding years.

o Children who received services under a program for youth who are neglected, delinquent, or at risk of dropping out under Part D of Title I (or its predecessor authority) at any time in the two preceding years.

o Children in a local institution for neglected or delinquent children or attending a community day program.

o Homeless children attending any school in the LEA. • From the universe of eligible children in a targeted assistance school, the school

selects those children who have the greatest need for special assistance to receive Part A services. Because it is likely that a school will not have sufficient Part A resources to provide services to all eligible children, the school must obviously make some informed choices concerning which children to serve. These choices are difficult because they inevitably result in some children being selected before other children who may also have significant needs. School staff, in consultation with the LEA and based on a review of all the information available about the performance of eligible children, must use their best professional judgment in making these choices. It is not so simple as merely selecting a cut-


off score on an assessment measure. School staff will necessarily need to balance the needs of different populations. For example, most schools will likely need to concentrate Part A resources in certain grades or in certain subjects to the exclusion of children in the grades or subjects not being served. Similarly, a school may decide that some children who are homeless have greater needs because, for instance, homeless children may likely face problems of attendance and homework completion due to recurrent moves and, therefore, may be at greater risk of failure than some other children who are not faced with the disruption associated with homelessness. Furthermore, schools and LEAs that focus strongly on family literacy, for example, may add the additional educationally related criterion of the educational level of parents when selecting those children who are most in need of Part A assistance from the eligible pool of students to be served.

Other target populations, such as children with disabilities and LEP children, present similar choices. Those children are now eligible for Part A services on the same basis as other eligible children. However, they are also entitled to non-Part A services required by law because of their disability or their limited proficiency in English. A school may decide that the non-Part A services those children are receiving are sufficient to enable them to meet the state's challenging standards. However, children with disabilities or limited-English proficiency who are performing more poorly than other Title I-eligible children, even with the benefit of the non-Title I services they receive, may still be among those in greatest need and thus should receive Part A services also.

Addressing the Needs of All Children (Step 4) High Standards for All The expanded opportunity in Title I for schoolwide programs is designed to significantly increase the opportunities of schools, districts, and states to raise the achievement of all children, but particularly those who have always been the intended beneficiaries of Title I: poor children, low-achieving children, migrant children, children who are neglected or at risk of dropping out, and limited English proficient children. Consolidating all funds within a school for comprehensive planning and reform can more effectively lift the achievement of those who are farthest behind, as long as schools understand their responsibility to serve every child and to expect every child to learn. Schools that combine migrant funds under Part C of Title I in a schoolwide program must in consultation with either parents of migratory children or organizations representing those parents or both, first address the identified needs of migratory children that result from the effects of their migratory lifestyle or are needed to permit migratory children to participate effectively in school and to document that services to address those needs have been provided. Because migratory children often attend school throughout a 12-month period, a schoolwide school’s plan should address all the school’s children, not just those who attend the “regular” school year. The schoolwide program provisions provide enormous new opportunities for schools developing schoolwide programs. By allowing schools to integrate their programs, strategies, and resources,


Title I can become the catalyst for comprehensive reform of the entire instructional program children in these schools receive rather than only serving as an add-on to the existing program. Return to Step 4 (return to top)

Documents

ESEA Title I, Part A Targeting Steps 1, 2, 3 and 4opi.mt.gov › pub › eGrants › TitleIA_TargetingInstructions.pdf · Page 1 of 28 Spring 2012 Title IA Targeting Step Instructions