- Cama-i, quyana tailuci!
- (Central Yup’ik)
- "Greetings, thank you for coming!"
Improving Education for the Disadvantaged
Title I, Part A of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Schools that receive funds under Title I-A are called “Title I schools.”
Targeted Assistance Programs
Schools that operated a Targeted Assistance Program must use Title I, Part A funds to provide academic services to children who are identified as failing or at risk for failing to meet state standards. The school makes this determination based on multiple, educationally related, and objective criteria. Any school with a poverty average of at least 35% or the district’s poverty average (whichever is lower) is eligible to operate a Targeted Assistance Program.
Schools that operate a Schoolwide Program are able to consolidate its federal, state, and local funds to upgrade the entire educational program. Though the school is not required to identify certain children as being eligible for services or to provide certain students with any specific supplemental benefits, the focus of the program must be on addressing the needs of low-achieving children and those at risk of not meeting state student academic achievement standards. Any school with a poverty average of at least 40% may operate a Schoolwide Program.
There are three required components of a schoolwide program that are essential to effective implementation: conducting a comprehensive needs assessment, preparing a comprehensive schoolwide plan, and annually reviewing and revising, as necessary, the schoolwide plan.
Parent and Family Engagement
Title I, Part A has one of the strongest Parent and Family Engagement components of all Title federal programs. Parent and Family Engagement in a child’s education is a greater predictor of academic success. That’s why the Title I, Part A program insists on strong parent and family engagement activities at every school where federal funds support effective teaching and engaged learning.
Instructional Paraprofessional Qualifications
Paraprofessionals can play important roles in improving student achievement in Title I schools where they can reinforce and augment a teacher's effort in the classroom. Title I of the Elementary and Secondary Education Act (ESEA), as amended, requires that paraprofessionals meet high standards of qualification, and ensures that students who need the most help receive instructional support only from qualified paraprofessionals.
Instructional paraprofessionals working in a Title I schoolwide program or instructional paraprofessionals paid in whole or in part with Title I-A funds in a targeted assistance program must meet one of the following qualifications:
- Completed at least two years of higher education (at least 48 semester hours or the equivalent)
- Obtained an associate’s degree or higher
- Passed the HELP or ParaPro assessment AND skills on the Paraprofessional Standards Checklist have been observed and verified AND have a high school diploma or its equivalent
Even if a district is not scheduled for a Consolidated Program Review, the checklist and resources can be helpful to regularly self-evaluate and document compliance with various requirements under Title I, Part A.
The 2019-2020 ESEA monitoring form (#05-20-013) is available on the DEED Forms page.
ESEA Distinguished Schools
The National Association of ESEA State Program Administrators (NAESPA) - formerly the National Title I Association - has been selecting examples of superior, federally funded school programs for national recognition through the National ESEA Distinguished Schools program (recently renamed from its predecessor, the National Title I Distinguished Schools program) since 1996. These schools demonstrate a wide array of strengths, including team approaches to teaching and learning, focused professional development opportunities for staff, individualized programs for student success and strong partnerships between the school, parents, and the community. What makes National ESEA Distinguished Schools’ stories especially powerful are the documented student achievement gains that have resulted from their collaborative and targeted efforts and innovations.
Determining Poverty Rates & Allocations to Schools
Title I Supplement, not Supplant
Fiscal & Building Eligibility
- Title I-A ESSA Spending Handbook (pdf)
- Allowable Cost Checklist for Federal Funds (pdf)
- Title I-A and Community Eligibility Provision (CEP), March 2015 (docx)
- Title I-A Fiscal Issues, February 2008 (pdf)
- Title I-A District Allocations to Schools, August 2003 (docx)
- Implementing RTI Using Title I, Title III, and CEIS Funds, August 2009 (pdf)
- Serving Preschool Children through Title I-A, October 2012 (pdf)