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Title I Part A - Basic Programs

 CONTACT | Title I Part A Schools

The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

Sec. 1111. STATE PLANS
At the beginning of each school year, a local educational agency that receives funds under this part shall notify the parents of each student attending any school receiving funds under this part that the parents may request, and the agency will provide the parents on request, information regarding the professional qualifications of the student's classroom teachers, including, at a minimum, the following:
1. Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
2. Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived.
3. The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.

In addition to the information that parents may request under subparagraph (A), a school that receives funds under this part shall provide to each individual parent--
1. information on the level of achievement of the parent's child in each of the State academic assessments as required under this part; and
2. timely notice that the parent's child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who is not highly qualified.

Sec. 1111 - State Plan Supporting Documents


More information coming soon.

Sec. 1112 - Supporting Document

A local educational agency may use Title I funds, in combination with other Federal, State and local funds, in order to upgrade the entire educational program in a school that has 40 percent or greater low income.

South Dakota’s School-Wide Programs provide services that enable all children in their buildings to meet high standards. School-wide programs are implemented after one year of planning with assistance from the SEA and our state's Title I School Support Team.

A local educational agency may use Title I funds, in combination with other Federal, State and local funds, in order to upgrade the entire educational program in a school that has 40 percent or greater low income.

South Dakota’s Schoolwide Programs provide services that enable all children in their buildings to meet high standards. Schoolwide programs are implemented after one year of planning with assistance from the SEA and our state's Title I School Support Team.

Sec. 1114 - Supporting Document

Title I Annual Parent Meeting In a Schoolwide Setting

Each year, Title I programs are required to host a meeting for parents to explain what the Title I program is and how parents can become involved in the Title I program. (This is different from the Annual Review Meeting which is also a requirement). At this meeting, the following issues must be addressed:
- Explain their school’s participation in Title I
- Explain the Title I requirements
- Explain what participation in Title I programming means, including:
- A description and explanation of the school’s curriculum;
- Information on the forms of academic assessment used to measure student progress; and
- Information on the proficiency levels students are expected to meet.
- Explain the district parental involvement policy, school parental involvement policy, and school-parent compact.
- Explain what the school-wide program is and how the school-wide plan will be assessed for effectiveness.
- Explain the right of parents to become involved in the school’s programs and ways to do so.
- Explain that parents have the right to request opportunities for regular meetings for parents to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicably possible.

In order to keep parents informed, schools must invite all parents of children participating in Title I Part A programs and encourage them to attend. In a school-wide program, this means ALL parents should be invited. Schools must also offer a flexible number of additional parental involvement meetings, such as in the morning or evening so that as many parents as possible are able to attend.

Schools selected to receive Title I funds that are ineligible for a schoolwide program or that choose not to operate such a program are targeted assistance schools. These schools provide supplementary services to eligible children identified as having the greatest need for special assistance.

Eligible children are children identified by the school as failing or most at risk of failing, to meet the State’s challenging student performance standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade two shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.

Components of a Targeted Assistance School Program

Use program's resources to help participating children meet the State's challenging student academic achievement standards;

Ensure that planning for students served under this part is incorporated into existing school planning;

Use effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school and that:

1. give primary consideration to providing extended learning time, such as an extended school year, before- and after-school, and summer programs and opportunities;
2. help provide an accelerated, high-quality curriculum, including applied learning; and
3. minimize removing children from the regular classroom during regular school hours

Coordinate with and support the regular education program, which may include services to assist preschool children in transition from early childhood programs such as Head Start, Even Start, Early Reading First or State-run preschool programs to elementary school programs;

Provide instruction by highly qualified teachers;

Provide opportunities for professional development with resources provided under this part, and to the extent practicable, from other sources, for teachers, principals, and paraprofessionals, including, if appropriate, pupil services personnel, parents, and other staff, who work with participating children in programs under this section or in the regular education program;

Provide strategies to increase parental involvement; and

Coordinate and integrate 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.

Most of ESEA Section 1116 has been replaced by the South Dakota Department of Education’s Flexibility Waiver. Click here for more information.

Each State shall establish a statewide system of intensive and sustained support and improvement for local educational agencies and schools, in order to increase the opportunity for all students served to meet the State’s academic content standards and student academic achievement standards. For more information, please call your Title representative at (605) 773-6400.

Sec. 1117 - Supporting Document

Parental involvement always has been a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—
• that parents play an integral role in assisting their child’s learning;
• that parents are encouraged to be actively involved in their child’s education at school;
• that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and
• that other activities are carried out, such as those described in section 1118 of the ESEA (Parental Involvement). [Section 9101(32), ESEA.]

Sec. 1118 - Supporting Document

Beginning with the first day of the first school year after the date of enactment of the No Child Left Behind Act of 2001, each local educational agency receiving assistance under this part shall ensure that all teachers hired after such day and teaching in a program supported with funds under this part are highly qualified.

As part of the plan described in section 1111, each State educational agency receiving assistance under this part shall develop a plan to ensure that all teachers teaching in core academic subjects within the State are highly qualified not later than the end of the 2005-2006 school year. Such plan shall establish annual measurable objectives for each local educational agency and school that, at a minimum--
(A) shall include an annual increase in the percentage of highly qualified teachers at each local educational agency and school, to ensure that all teachers teaching in core academic subjects in each public elementary school and secondary school are highly qualified not later than the end of the 2005-2006 school year;
(B) shall include an annual increase in the percentage of teachers who are receiving highquality professional development to enable such teachers to become highly qualified and successful classroom teachers; and
(C) may include such other measures as the State educational agency determines to be appropriate to increase teacher qualifications.

As part of the plan described in section 1112, each local educational agency receiving assistance under this part shall develop a plan to ensure that all teachers teaching within the school district served by the local educational agency are highly qualified not later than the end of the 2005-2006 school year.

Official passing score for ParaPro test in South Dakota
The South Dakota Department of Education has set 461 as the official passing score for the ParaPro exam that determines whether a paraprofessional meets the “qualified” requirements of No Child Left Behind. Background: Paraprofessionals working in a program supported by Title I Part A funds must be “qualified” under the provisions of No Child Left Behind by Jan. 8, 2006. They may meet this requirement in one of three ways:
1. earning an associate’s degree or higher;
2. earning a minimum of 48 college credits; or
3. passing the designated state test.
South Dakota adopted the ParaPro test for paraprofessionals as its official state test. A standards-setting event was convened by the vendor, Educational Testing Service (ETS) on April 29, 2003, in Pierre, for the purpose of determining a recommended cut score for South Dakota. A panel of South Dakota paraprofessionals and supervising teachers participated in the process. ETS analyzed the judgments of the panel and recommended a cut score to state officials.

On June 11, 2003, the Title I Committee of Practitioners (COP) and the Title I School Support Team (SST), both required groups under Title I Part A, met in Pierre to review the work and make a recommendation to the Department of Education.

Paraprofessionals are responsible for presenting ETS documentation to school officials verifying that their score on the ParaPro exam is 461 or higher in order to be considered a “qualified” paraprofessional as defined in Title I Part A, Section 1119 and its corresponding regulations.

Sec. 1119 - Supporting Document

The mandate requiring local school districts to use a portion of their Title I grants to provide compensatory education services to private school students has been a part of the Title I authorizing legislation since the original 1965 law was enacted. LEAs are required to consult with private school officials on important issues such as the location of services. Furthermore, Title I personnel should meet with private school officials to discuss the design and development of the Title I program.

The 1985 Supreme Court decision entitled Aguilar v. Felton stated that sending public school teachers into religious schools was unconstitutional. This court decision resulted in Title I services being provided in "neutral sites" such as vans, mobile units or classrooms on public property. In 1988 Congress created a special "capital grants" program to provide separate funding to cover the extra costs associated with serving private school children. In 1994 the new law simply states that capital expense funds must be spent "only for capital costs incurred to provide equitable services for private school children….."

On June 23, 1997 the U.S. Supreme Court issued its decision in Agostini v. Felton. In doing so, the Court overruled its 1985 decision in Aguilar V. Felton. Agostini v. Felton states that Title I services may be provided in religiously-affiliated private schools. This decision should have a positive impact on Title I services for both public and private school children because it eliminates the legal necessity for costly alternative arrangements for delivering Title I services to private school students.

Federal funds may be used to pay salaries and wages as long as appropriate time distribution records are maintained documenting time on Federal cost objectives. Such records must be maintained in addition to the standards for payroll documentation.

Office of Management and Budget (OMB) Circular A-87, “Cost Principles for State, Local, and Indian Tribal Governments,” establishes cost principles for using federal funds to support compensation of personnel services. (See Attachment B, paragraph 11(h)). OMB Circular A-87 applies to School Districts.

Sec. 1120a - Supporting Document


Program Development
The district coordination and transition plan must be developed with the input of Even Start, Head Start, Reading First, Early Reading First, and other preschool / childcare programs as well as parents, community, and LEA staff. Indicate who is on the planning team by agency and role. Establish meeting times, dates, places and include this information in the plan. The LEA should document planning efforts with a short written narrative. Maintain historical perspective of the plan by adding information each year while keeping summary information about the initial planning and subsequent years. A short profile the community and school characteristics, demographics, and other pertinent information should be included to give the reader a sense of community and school factors impacting the plan.

Indicate desired outcomes for the plan in statement form or by crafting formal goals and objectives. The purpose of the plan should be evident. Profile information and a description of the local indicators used to evaluate the program.

Coordination and Communication
List of the agencies and programs the district is coordinating with. Each district must coordinate with its local Head Start program. Give the specific name of the Head Start serving the district. Include Even Start, Reading First, Early Reading First, Birth to Three Connections, and Special Education 619 programs. The LEA must coordinate and include in its plan other preschool and childcare programs. Describe the coordination efforts with each of these agencies. Specify how the educational services provided by the district are linked with the services provided by local Head Start agencies and other early childhood programs.

Channels of communication must be established between school staff and their counterparts (including teachers, social workers, and health staff) in such Head Start agencies and other early childhood development programs to facilitate coordination of programs. Meetings must be conducted involving parents, kindergarten or elementary school teachers, and Head Start teachers or, if appropriate, teachers from other early childhood development programs, to discuss the developmental and other needs of individual children, including children with disabilities. The plan should describe how staff visitations between the various programs are facilitated.

Transition Process
A written transition plan must be in place to provide assistance for the transition of preschool-aged children into Kindergarten. This includes coordination with local and community child education and care agencies. The plan will document procedures, activities, means of communication, and agreements the district and early childhood agencies will follow. The plan must accommodate the needs of all four-year old children in the district and their families.

Describe the district’s transition process to prepare four-year-old children and their families for kindergarten. Include transition plans for children with disabilities transitioning from one program to another. Sample activities and the approximate timeframe for these events should be listed in the plan.

Describe how the agencies have developed and implemented a systematic procedure for receiving records regarding children transitioning into kindergarten. These records must be transferred with parental consent. Records transfer is required for each transition. Early childhood records should be provided to the district. If the district conducts screenings, those screening results back to should be shared back with the early childhood agencies the child has transitioned from. Collect child information from parent.

Professional Development
The plan will describe how joint transition-related training will be organized. Participation of school staff, Head Start program staff, and other early childhood development program staff will participate in such joint training. Suggest topics of interest might include: developmentally appropriate practices, Early Learning Guidelines, and behavior intervention. Design and deliver training and education for parents across the community.

Parent Involvement and Education
Parents must be involved in the development of the plan and ongoing evaluation of the program. Districts with Title I schools could include the district’s Parent Involvement Policy and a sample of a School Parent compact. Establish continuity of parental involvement in early childhood programs into district activities. Family activities and conferences must be planed. Essential to children feeling safe and secure in the new setting.

Provide opportunities for training, including parenting education. Parents must be provided assistance in interpreting test results. Assist parents in knowing what they can do to support their child’s learning and development. Support parents as they provide for their children to enhance development.

The coordination and transition plan must be annually evaluated and revised as necessary. Indicate how the coordination and transition plan is annually evaluated. Surveys or checklists could be used to gather feedback from parents and agencies. Describe the evaluation process and criteria used. Indicate when the evaluation takes place. Evaluate the transition process and make adjustments as necessary.

All stakeholders must be involved in the evaluation process: parents, receiving agency, and sending agency. Indicate the names and positions of the evaluation team which must include, at a minimum: district staff, including at least one kindergarten and preschool teacher (if applicable), Head Start staff, representation of early childhood agencies in district (child care, private preschools, Early Reading First, Even Start, etc.), and parents (preferably at least one parent of a current four year old and one parent of a current kindergarten student).


If you have questions, please contact the Office of Educational Support and Services at the South Dakota Department of Education at 605-773-6400.