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Title I, Part A Compensatory Education Assurances

Consolidated Application Elementary and Secondary Education Act (ESEA) Title I, Part A, Compensatory Education legal assurances for fiscal year 2017–18.
ESEA, Title I, Part A, Compensatory Education

Each local educational agency (LEA) assures that it will–

  1. Coordinate and integrate services provided under this part with other educational services at the LEA or individual school level, such as services for early childhood education programs including plans for the transition of participants in such programs to local elementary school programs, as well as services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and homeless children and youths, in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.  (20 United States Code (USC) §6312; Public Law (PL) 114-95, §1112(b)(2)(8)(c)(4))
  2. Ensure that all children receive a high-quality education, and close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards, and the LEA planning efforts shall describe the poverty criteria that will be used to select school attendance areas. (20 USC §6312; PL 114-95, §1112(b), 1112(b)(4))
  3. Ensure that Title I Targeted Assistance School (TAS) Program students are identified as failing, or most at risk of failing, to meet the challenging State academic standards on the basis of multiple, educationally related, objective criteria established by the LEA and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of criteria, including objective criteria, established by the LEA and supplemented by the school. (20 USC §6315; PL114-95, §1115(c)(B))
  4. Ensure that all students in a Schoolwide Program (SWP) Title I school are eligible for Title I services and that a required comprehensive needs assessment of all the children enrolled in the school identifies the specific needs of the students, which must be addressed in the school plan. In order to be eligible to be a SWP school, not less than 40 percent of the students must be from low-income families. (20 USC §6314; PL 114-95, §§1114(a)(1)(A), 1114(a)(1)(B), 1114(b)(6))
  5. The LEA will:
    1. Work in conjunction with schools as each schoolsite council (SSC) develops their Single Plan for Student Achievement (SPSA) to include the specific requirements for a SWP and implement the SPSA. (20 USC §6314; PL 114-95, §1114(b))
    2. Ensure that migratory children and former migratory children who are eligible to receive services under this part are selected to receive such services on the same basis as other children who are selected to receive services under this part. (20 USC §6312; PL 114-95, §1112(c)(1))
    3. Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas. (20 USC §6314; PL 114-95, §1114(b)(7)(A)(iii)(I))
    4. Ensure that schools which operate SWP meet the Title I criteria or have received a waiver to do so from the State educational agency (SEA). A school that serves an eligible school attendance area in which less than 40 percent of the children are from low-income families, or a school for which less than 40 percent of the children enrolled in the school are from such families, may operate a SWP under this section if the school receives a waiver from the SEA to do so, after taking into account how a SWP will best serve the needs of the students in the school served under this part in improving academic achievement and other factors. (20 USC §6314; PL 114-95, §1114(a)(1)(B))
  6. Ensure that funds made available under this title shall be used to supplement, and not supplant, non-federal funds that would otherwise be used for activities authorized under this title. (20 USC §6691; PL 114-95, §2301)
  7. Conduct outreach to all parents and family members and implement programs, activities, and procedures for the involvement of parents and family members in programs assisted under this part consistent with this section. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children. Each LEA shall develop jointly with, agree on with, and distribute to, parents and family members of participating children a written parent and family engagement policy. The policy shall establish the agency’s expectations and objectives for meaningful parent and family involvement. (ESEA §1116(a)(1–2))  The LEA will:
    1. Involve parents and family members in the joint development of the LEA planning efforts and in the development of support and improvement plans. (ESEA §1116(a)(2)(A))
    2. Provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within the LEA in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance. (ESEA §1116(a)(2)(B))
    3. Coordinate and integrate parent and family engagement strategies under this part with parent and family engagement strategies, to the extent feasible and appropriate, with other relevant federal, state, and local laws and programs. (ESEA §1116(a)(2)(C))
    4. Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under this part. This includes identifying the following:
      1. barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);
      2. the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and
      3. strategies to support successful school and family interactions.  (ESEA §1116(a)(2)(D)(i-iii))
    5. Use the findings of such evaluation to design evidence-based strategies for more effective parental involvement, and to revise it, if necessary. (ESEA §1116(a)(2)(E))
    6. Each school served under this part shall jointly develop with, and distribute to, parents and family members of participating children a written parent and family engagement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of subsections (c) through (f).
      Parents shall be notified of the policy in an understandable and uniform format and to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school. (20 USC §6318; PL 114-95, §1116(b)(1))
  8. The LEA shall:
    1. Provide assistance to parents of children served by the school or LEA, as appropriate, in understanding such topics as the challenging State academic standards, state and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. (ESEA §1116(e)(1))
    2. Provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement. (ESEA §1116(e)(2))
    3. Educate teachers, specialized instructional support personnel, principals and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (ESEA §1116(e)(3))
    4. To the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal, state, and local programs, including public preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children. (ESEA §1116(e)(4))
    5. Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (ESEA §1116(e)(5))
    6. Provide such other reasonable support for parental involvement activities under this section as parents may request. (ESEA §1116(e)(14))
    7. In carrying out the parent and family engagement  requirements of this part LEAs and schools, to the extent practicable, shall provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports in a format and, to the extent practicable, in a language such parents understand. (ESEA §1116(f))
    8. Prepare and disseminate an annual LEA report card that includes information on such agency as a whole and each school served by the agency. Each LEA report card shall be presented in an understandable and uniform format, and to the extent practicable in a language that the parents can understand. (20 USC §6311; PL 114-95, §1111(2)(A)) [See page 52 of Every Student Succeeds Act]
  9. Ensure that all teachers and paraprofessionals working in a program supported with Elementary and Secondary Education Act funds meet applicable state certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification. (20 USC §6311; PL 114-95, §1111(g)(2)(J))
  10. Reserve such funds as are necessary under this part to provide services comparable to those provided to children in schools funded under this part to serve homeless children and youths, including providing educationally related support services to children in shelters and other locations where children may live, children in local institutions for neglected children, and if appropriate, children in local institutions for delinquent children, and neglected or delinquent children in community day school programs. (20 USC §6313(c)(3)(A)-(C); PL 114-95, §1113(c)(3)(A-C))
  11. Maintain fiscal effort so that for a covered program for any fiscal year either the combined fiscal effort per student or the aggregate expenditures of the agency with respect to the provision of free public education for the preceding fiscal year was not less than 90 percent of the combined fiscal effort or aggregate expenditures for the second preceding fiscal year. (20 USC §7901; PL 114-95, §8521(a))
  12. As a component of the school-level parent and family engagement policy, each school served under this part shall jointly develop with parents for all children served under this part a school-parent compact that among other items describes the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging State academic standards, and the ways in which each parent will be responsible for supporting their children’s learning. (20 USC §6318; PL 114-95, §1116(d)(1))
  13. To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and LEA assisted under this part shall provide assistance to parents of children served by the school or LEA, as appropriate, in understanding such topics as the challenging State academic standards, state and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. (USC 20 §6318; PL 114-95, §1116(e)(1))

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Questions:   Education Data Office | conappsupport@cde.ca.gov | 916-319-0297
Last Reviewed: Friday, June 14, 2019
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