Source: http://www.p12.nysed.gov/nclb/cladcep/0910/legalia
Timestamp: 2014-08-22 19:37:16
Document Index: 353203169

Matched Legal Cases: ['art 2', '§200', 'art 120', '§6301', '§6421', '§6751', '§6811', '§7101']

Title I, Part A Legal and Regulatory Requirements:NCLB::NYSED
NYSED / P-12 / NCLB / Consolidated Application
Update / DCEP Addendum Update Title I, Part A Legal
Consolidated Application Update/
DCEP Addendum Update
Title I, Part A	LEA Plan - Consultation, Plan Development, and Duration
LEA Plan must be developed in consultation with teachers, principals, administrators
(including administrators of programs described in other parts of Title
I), and other appropriate school personnel, including representatives designated
by the appropriate collective bargaining units, and with parents of children
in schools served under this part.
The Plan shall be available to the LEA’s parents and the public,
and shall be in an understandable format and, to the extent practicable,
in a language that the parents can understand.
If the Plan is not satisfactory to the parents of participating children,
the LEA must submit any parent comments with such plan when the LEA submits
the Plan to the State Education Department.
Each Plan shall remain in effect for the duration of the LEA’s participation
under Title I, and must be reviewed and revised, as necessary.
If appropriate, the Plan should be developed in coordination with other
Targeted Assistance Schools - Components of a Targeted Assistance School
To assist targeted assistance schools and LEAs to meet their responsibility
to provide for all their students the opportunity to meet the State’s
academic achievement standards, each targeted assistance program shall:
Use program resources to help participating children
meet the State standards. Ensure that planning for students served under this
program 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
Give primary consideration to providing extended
learning time, such as, extended school year,
before/after school, and summer programs and
opportunities; Help
provide an accelerated, high –quality curriculum,
including applied learning; and Minimize removing children
from the regular classroom during regular school
hours; Coordinate with and support the regular educational
Provide instruction by highly qualified teachers; Provide professional development opportunities for
teachers, principals and paraprofessionals, including,
if appropriate, pupil services personnel, parents, and
other staff; Provide strategies to increase parental involvement;
and Coordinate and integrate Federal, State and local services
and programs. Each school conducting a Targeted Assistance School Program shall
assist participating students to meet the State's proficient and advanced
levels of achievement by:
Coordinating resources provided for this program with other
resources; and Reviewing, on an ongoing basis, the progress of participating children
and revising the targeted assistance program, if necessary, to provide
additional assistance to enable children to meet the State’s standards,
such as an extended school year, before- and after-school, and summer
programs and opportunities, training for teachers regarding how to identify
students who need additional assistance, and training for teachers regarding
how to implement student academic achievement standards in the classroom. Schoolwide Program Schools
Schoolwide programs must include
the following components:	A comprehensive needs assessment of the
entire school that is based on information which includes
the achievement of students in relation to the State standards.
reform strategies that: Provide opportunities for all children
to meet the State’s
proficient and advanced levels of student academic achievement;
effective methods and instructional strategies that are based
on scientifically based research that:
Strengthen the core academic
program in the school;
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
Include strategies for meeting the educational
needs of historically under served populations.
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 academic
achievement standards; and address how the school
will determine if such needs have been met;
Are consistent with, and are designed
to implement the State and local improvement
High-quality and ongoing professional
development for teachers, principals and paraprofessionals
and, if appropriate, pupil services personnel, parents and
to attract high quality, highly qualified teachers to high
needs schools.
Strategies to increase parental involvement. Plans
to assist preschool children to adjust to elementary school. Measures to include
teachers in decisions regarding the use of academic assessments.
to ensure that students with difficulty in mastering the
proficient or advanced standards are identified in a timely
manner and provided with timely, effective assistance.
Coordination and integration of Federal,
State, and local services and programs.
Local, State and Federal programs should be consolidated in
the Schoolwide Program.
The school must provide and interpret
individual student academic assessment results in a language
parents can understand.
LEA Report Cards
Section 100.2(m)
of the Commissioner’s
Regulations set forth LEA report card requirements. Notification Requirements for Parents of Limited English Proficient (LEP)
Students LEAs must notify parents of LEP students identified for
participation or participating in Title I language instruction
educational programs, no later than 30 days after the beginning
of the school year. The notification
the reasons for the child’s identification
as limited English proficient and in need of placement
in a language instruction educational program;
the child’s level of English language proficiency
and how it was assessed;
the status of the child’s academic achievements;
the methods of instruction used in the program and other available programs,
including how such programs differ in content, instructional goals, and
the use of English and a native language in instruction;
how the program will meet the educational strengths and needs of the
participating student;
how the program will specifically help their child learn English and
meet age-appropriate academic standards for grade promotion and graduation;
the specific exit requirements for the program, including the expected
rate of transition from the Title I funded program into classrooms that
are not tailored for LEP students, and the expected rate of graduation
from secondary school (if funds are used to support secondary school programs);
in the case of a child with a disability, how the Title
I program meets the objectives of the child’s individualized
information pertaining to parental rights that include the following
detailing parental rights to have a child immediately removed
from the program upon request;
detailing the options that parents have to decline to enroll their
child in such program, or choose another program or method of instruction,
if available; and
assisting parents in selecting among various programs and methods
of instruction, if more than one program or method is offered by the
eligible entity.
Each eligible entity that is using Title I funds to provide
a language instruction educational program and fails to make
progress on the annual measurable achievement objectives
must inform parents that the program has failed to make progress. Parents
must be notified no later than 30 days after the failure
occurred. LEAs must notify parents within the first two
weeks of their child being placed in a language instruction
educational program, if the child has not been identified as
a LEP student prior to the beginning of the school year. Parent
notification must be in an understandable and uniform format
and to the extent practicable, provided in a language that the
parents can understand. LEAs must implement an effective means
of outreach to parents of LEP students to inform parents of
how they can be involved in the education of their children.
School Attendance Areas - Determination/Ranking Order/Measures/Allocations
LEAs must use Title I funds only in an “eligible
school attendance area.”
the term school attendance area means, in relation
to a particular school, the geographical area in which
the children who are normally served by that school reside;
and the term eligible school attendance area means a school attendance area
in which the percentage of children from low-income families is at least
as high as the percentage of children from low-income families served
by the local educational agency as a whole. If funds are insufficient to serve all eligible school attendance
areas, LEAs must annually rank, without regard to grade spans
Title I eligible schools in which the concentration of children
from low income families exceeds 75 percent in descending
order (from highest to lowest) on the basis of the total
number of children from low-income families. Eligible
schools must be served in rank order.
If funds remain after
serving all eligible attendance areas above 75 percent, an LEA
shall annually rank the remaining eligible school attendance areas
from highest to lowest either by grade span or for the entire LEA
according to the percentage of children from low income families;
and serve such eligible school attendance areas in rank order either
within each grade span grouping or within the local educational
agency as a whole.
LEAs must use the same measure of poverty
to identify eligible schools, determine the ranking of each school,
and to determine Title I allocations;
LEAs may designate and
serve a school attendance area or school that is not eligible but
that was eligible in the preceding fiscal year, but only for one
additional fiscal year (Grandfather provision). LEAs must reserve necessary
Title I funds to provide comparable services to homeless children who
do not attend Title I schools. Educationally
related support services must also be provided to children
in shelters and other locations. If applicable, Title I funds
must be reserved for children in local institutions/programs for
neglected and/or delinquent children.
and LEA and School Improvement **- Local Review
LEAs must annually review, using the State academic assessments
and other indicators, the progress of each Title I school
to determine whether the school is making adequate yearly progress
(AYP) as defined in section 1111(b)(2) and regulations of the Commissioner
LEAs are prohibited from using other indicators
that reduce the number or change the schools that would otherwise
be subject to school improvement, corrective action, or restructuring
under section 1116.
LEAs must publicize and disseminate the
results of their local annual review to parents, teachers, principals,
LEAs must review the effectiveness
of the actions and activities the schools are carrying out with
respect to parental involvement, professional development, and
other Title I activities.
Academic Assessment and LEA and School
Improvement** - School Improvement, Supplemental Educational
Services and Public School Choice
State has been approved to implement a Differentiated Accountability
Pilot Program for 2009-2014** The requirements
of Differentiated Accountability are set forth at Section 100.2(p)
of the Commissioner’s Regulations. See, also, http://www.p12.nysed.gov/nyc/APA/Differentiated_Accountability/DA_home.html.
LEAs must identify for school improvement those schools that
failed to make adequate yearly progress (AYP) for two consecutive
years as defined in the regulations of the Commissioner of
Education. Identification
of such schools must occur before the beginning of the school year
following the school’s failure to make AYP.
LEAs may choose
to review the progress of only the students participating
or eligible for services in targeted assistance schools.
accordance with Differentiated Accountability requirements,
LEAs with Title I schools identified for improvement in the
2009-10 school year must make supplemental
educational services available to eligible students. LEAs with schools identified for Title I school improvement – year
2 must provide all students enrolled in those schools with the
option to transfer to another public school served by the LEA that
is in good standing. An explanation of available choice
options must be given to parents no later than 14 days prior
to the beginning of the school year. LEAs must give priority
to the lowest achieving children from low-income families when
providing students the option to transfer. If an LEA maintains
a website, the LEA must post information regarding supplemental
educational services and public school choice consistent with
federal regulatory requirements. Before identifying a school
for school improvement, corrective action or restructuring,
LEAs must provide such schools with an opportunity to review
the school-level data, including academic assessment data that
was used as the basis for identification. LEAs must consider any supporting evidence presented
by the school before making a final determination. The final determination
must occur no later that 30 days after the school had an opportunity
to review the data. LEAs must make public the final determination
on the school’s identification status.
Approval of School Improvement Plans**
LEAs must establish (within 45 days of the receipt of
improvement plan) a peer review process to assist with the
review of each school’s improvement plan. LEAs must promptly
review the school plan, work with the school and approve
the plan if it meets all requirements.
Provision of Technical Assistance LEAs must ensure that technical assistance is
provided to schools as they develop and implement their school
improvement plans. Technical
assistance must include assistance in analyzing assessment
data, school budgets and resources to identify and address
problems in instruction and problems, if any, in implementing
Title I parental involvement and professional development
requirements. Technical
assistance must be based on scientifically based research.
Failure to Make AYP After Identification** Under Differentiated
Accountability, LEAs must continue to make supplemental
educational services available to eligible students. LEAs
must also provide all students enrolled in schools identified
for Title I school improvement - year 2 with the option
to transfer to another public school served by the LEA that
is in good standing. An explanation of the available
choice options must be given to parents no later than 14
days prior to the beginning of the school year. LEAs must give priority to the lowest achieving children from low-income families when providing students the option to transfer. Parental Notification
LEAs must promptly notify parents (in an understandable
and uniform format and, to the extent practicable, in a
language the parent can understand) of all students enrolled
in a school that has been identified for school improvement,
corrective action and/or restructuring. The
an explanation of what the identification means and how
the school compares in terms of academic achievement to
other schools served by the LEA; the reasons for the identification; an explanation of what the identified school is doing to address
the problem of low academic achievement; an explanation of what the LEA is doing to help the school
address the achievement problem; an explanation of how parents can become involved in addressing
the academic issues that caused the identification of the school;
and an explanation of the availability of supplemental
educational services (See section on “Supplemental Educational Services”)
or of the parents’ option to transfer
their child to another public school, including an explanation
of the available choice options, as applicable. Corrective Action**
The requirements of Differentiated Accountability are
set forth in Section 100.2(p) of the Commissioner’s
Regulations and at http://www.p12.nysed.gov/nyc/APA/Differentiated_Accountability/DA_home.html. LEAs must implement a system of corrective action for schools
identified for Title I school improvement that have failed to make
adequate yearly progress by the end of the second full school year
after identification. Upon
identification as a school in corrective action phase,
the school must undertake a curriculum audit.
LEAs must continue
to provide public school choice to all students; continue to make
supplemental educational services available to eligible students
who remain in the school and continue to provide technical assistance
while instituting any corrective action.
LEAs must identify schools
for corrective action and, to the extent permitted by State law
and existing collective bargaining agreements (CBAs), take at
least one of the following corrective actions:
replace the school staff who are relevant to the failure
to make adequate yearly progress; institute and fully implement a new curriculum, including providing
appropriate professional development for all relevant staff,
that is based on scientifically based research and offers substantial
promise of improving educational achievement for low-achieving
students and enabling the school to make adequate yearly progress; significantly decrease management authority at the school level; appoint an outside expert to advise the school on its progress
toward making adequate yearly progress, based on its school plan; extend the school year or school day for the school; and restructure the internal organizational structure of the school. LEAs may delay, for a period not to exceed one year, the
implementation of corrective action and/or restructuring
requirements, if the school makes AYP for one year or if
its failure to make AYP is due to exceptional or uncontrollable
circumstances, such as a natural disaster or a precipitous
and unforeseen decline in the LEA’s
or school’s financial resources.
LEAs must publish and disseminate information regarding
any corrective action the LEA takes at a school to the
public and to the parents of enrolled students. The notification must be in an understandable
and uniform format, and, to the extent practicable, provided in
a language that the parents can understand. Information
should be disseminated through such means as the Internet,
the media and public agencies.
Restructuring** The requirements of Differentiated Accountability are
Regulations and at http://www.p12.nysed.gov/nyc/APA/Differentiated_Accountability/DA_home.html.	Failure to make AYP: If a school subject to corrective
action fails, after two full years, to make AYP then the LEA
continue to provide all students enrolled in the school
the option to transfer to another public school served
by the LEA, continue to make supplemental educational services available
to children who remain in the school; and prepare a plan to carry out alternative governance activities. Alternative Governance: No later than the beginning
of the school year following the year in which the LEA
became subject to the restructuring provisions, such LEA
must implement one of the following alternative governance
arrangements, to the extent permitted by State law and
existing collective bargaining agreements (CBA), for schools
subject to restructuring:
reopening the school as a public charter school; replacing all or most of the school staff (which may include,
but may not be limited to, replacing the principal) who are relevant
to the failure to make adequate yearly progress; entering into a contract with an entity, such as a private
management company, with a demonstrated record of effectiveness
to operate the public school; turning the operation of the school over to the State, if permitted
under State Law, and agreed to by the State; any other major restructuring of the school’s governance
arrangement that makes fundamental reforms, such as significant
changes in the school’s staffing and governance,
to improve student academic achievement in the school,
and that also shows substantial promise of enabling the
school to make adequate yearly progress. Prompt Notice: LEAs must promptly notify teachers and parents
of the Restructuring status and/or actions to be taken against
school(s). Parents and teachers must be provided adequate
opportunities to make comments before the LEA takes any action
against the school(s). They must also be provided opportunities
to participate in the development of any plan.
and Supplemental Educational Services LEAs must reserve an amount equal to 20% of their Title
I allocation to provide or pay for public school choice-related transportation costs and supplemental educational services for schools identified for School Improvement, Corrective Action and/or Restructuring. An LEA may include its costs for outreach and assistance to parents concerning their choice to transfer their child or request supplemental educational services, up to an amount equal to 0.2% of its allocation under Title I, Part A, subpart 2. If costs are less than 20%, the LEA does not need to spend the amount needed to meet its 20% obligation, as long as the LEA meets certain conditions (see 34 CFR §200.48(d)) and obtains SEA approval. Otherwise, the unexpended amount must be spent the following year, in addition to the 20% required for that year. The breakdown of the 20% setaside is as follows:
LEAs must provide or pay for the provision of
transportation for students participating in the
public school choice option. LEAs
must spend an amount equal to five percent of its
Title I allocation to provide or pay for transportation
for students participating in the choice option. LEAs must spend an amount equal to five percent of
its Title I allocation to provide supplemental educational
services. Five
percent is the minimum amount that LEAs are required
to spend for supplemental educational services. LEAs must spend an amount equal to the remaining 10%
(of the required 20% set-aside) for choice-related transportation,
supplemental educational services, or both, as determined
by the LEA. If
the amount of funds reserved is insufficient to provide
the supplemental educational services to each child whose
parents requested the service, the LEA must give priority
to providing services to the lowest achieving students. LEAs are prohibited from reducing by more than 15% the
total Title I amount available to each school identified
for corrective action or restructuring. Cooperative Agreements
If all public schools served by the LEA to which a child may transfer are identified for school improvement, corrective action or restructuring, the LEA must (to the extent practicable) establish a cooperative agreement with other LEAs in the area for transfer options.
If a school identified for school improvement, corrective action or restructuring makes AYP for two consecutive school years,
the LEA shall no longer subject the school to the requirements
of school improvement, corrective action or restructuring
or identify the school for school improvement for the succeeding
year. LEAs must permit a child who has transferred to another
school via the choice option to remain in that school until
the child has completed the highest grade in that school. The LEA’s obligation to provide or pay for choice-related transportation for a child ends at the end of the school year if the LEA
determines that the school from which the child has transferred
is no longer identified for school improvement, or subject to corrective action or restructuring.
Supplemental Educational Services**
LEAs must arrange for the provision of supplemental educational services, as selected by the parents and approved by the
SEA, to eligible school children. Supplemental educational
services are to be provided to students until the end of the school
year. See Part 120 of the Commissioner's Regulations.
LEAs must provide to parents, at a minimum, annual notice of (1) the availability
of services; (2) the identity of approved providers of services
that are within the LEA or whose services are reasonably available
in neighboring LEAs; (3) a brief description of the services, qualifications
and demonstrated effectiveness of each program including an indication of
those providers who are able to serve students with disabilities or limited
English proficient students; and 4) an explanation of the benefits of receiving
such services. Such notice shall be in an understandable and uniform format and, to the extent practicable, in a language the parents can understand. The notice must be clear and
concise and distinguishable from other information sent to parents.
If requested, LEAs must assist parents in choosing
a provider from the list of approved providers. LEAs must apply
fair and equitable procedures for serving students if the number
of spaces in the supplemental educational services program is insufficient
to serve all students. If the amount of funds available pursuant to the NCLB is insufficient to provide supplemental educational services to eligible students whose parents request such services, priority is
given to providing the services to the lowest-achieving eligible
students. LEAs may not disclose to the public the identity of any student who is
eligible for, or receiving, supplemental educational services without the
written permission of the student’s parent(s).
LEAs must enter into an agreement with State-approved providers of supplemental
educational services. Required elements of the agreement as outlined in section 120.4(f)(8) of the Regulations of the Commissioner of Education must be incorporated into the agreement.
LEAs must monitor the quality and effectiveness of the services offered
by each approved provider with which a LEA contracts, and the responsibilities
of each provider, in accordance with section 120.4(f)(9)(ii)
of the Regulations of the Commissioner of Education. LEAs must
notify the State Education Department of any noncompliance by an
approved provider with respect to the provider's responsibilities,
including immediate notification to the Department of any noncompliance
involving a threat to the health and/or safety of students [8 NYCRR Section
120.4(f)(10)]. LEAs must submit to the
State Education Department an annual monitoring report of its
approved providers [8 NYCRR Section 120.4(f)(11)].
LEA Improvement**
The State must identify for improvement any LEA that has failed
to make adequate yearly progress for two consecutive years,
as specified in section 100.2(p)(7) of Commissioner's regulations.
LEAs identified for improvement must develop or revise their
LEA Plan within three months of being identified. The
Plan must be developed in consultation with parents and school staff. The LEA Improvement Plan must address the following elements:
incorporate scientifically-based research strategies
that strengthen the core academic program in schools served
by the LEA; identify actions that have the greatest likelihood
of improving the achievement of participating children
in meeting the State’s
student academic standards; address the professional development needs of the instructional
staff via the commitment of at least 10% of the LEA’s Title
I allocation for each fiscal year that the LEA is identified
for improvement. This set-aside amount includes any set-aside
for professional development for schools identified for school
improvement. However, the mandated 10% set-aside
excludes funds reserved for professional development
under Section 1119 to enable teachers who are not highly
qualified, to become highly qualified. include specific measurable achievement goals and targets for
each group of students identified in the disaggregated data; address the fundamental teaching and learning needs in the
schools and the specific academic problems of low-achieving students,
including a determination of why the prior LEA Plan failed to
bring about increased student academic achievement; incorporate, as appropriate, activities before school, during
the summer and during an extension of the school year; specify the responsibilities of the State and LEA under
the Plan, including specifics of the technical assistance
to be provided by the State and the LEA’s responsibilities
under Section 1120A; and include strategies to promote effective parental involvement
in the school. LEAs must expeditiously implement the Plan (including
a revised LEA Plan). The Plan must be implemented
no later than the beginning of the next school year after
the LEA has been identified for improvement. Technical assistance
by the Regional School Support Center (RSSC) may include:
Assistance in developing and implementing the
LEA’s Plan
for Improvement Technical assistance to enhance the LEA’s efforts
with Title I Schools in Need of Improvement and Title
I Corrective Action Schools. Assistance based on scientifically based research to support: Improved instructional strategies; Parental involvement; Professional development. Parental Involvement - LEA Policy LEAs must implement programs, activities and procedures for the
involvement of parents in Title I programs. Such programs, activities and procedures must be planned and implemented with meaningful consultation with parents of
participating children.
LEAs must jointly develop a written parental involvement policy
with parents of participating children. The
policy must be incorporated into the LEA plan and also disseminated
The written parent involvement policy must describe
involve parents in the joint development of the LEA Title I
plan and the process of school review and improvement; provide coordination, technical assistance and other support
necessary to assist participating schools in the planning and
implementation of effective parental involvement activities to
improve student academic achievement and school performance; build the schools’ and parents’ capacity
for strong parental involvement; coordinate and integrate parental involvement strategies with
parental involvement strategies under other programs, such as
the Head Start, Reading First, Early Reading First, Even Start,
Parents as Teachers, Home Instruction Program for Preschool Youngsters,
and State-run preschool programs; conduct, with the involvement of parents, an annual evaluation
of the content and effectiveness of the parental involvement
policy in improving the academic quality of the schools served
under this part, including identifying barriers to greater participation
by parents in activities authorized by this section (with particular
attention to parents who are economically disadvantaged, disabled,
have limited English proficiency, limited literacy, or are of
any racial or ethnic minority background), and use the findings
of such evaluation to design strategies for more effective parental
involvement, and to revise, if necessary, the parental involvement
policies described in this section; and involve parents in the activities of the schools served under
Title I. LEAs must reserve at least one percent of their Title
I allocations to carry out parental involvement activities,
if the Title I allocation is over $500,000 including the
promotion of family literacy and parenting skills. At least ninety-five percent (95%) of the reserved allocations must be distributed to Title I schools. Parents of participating children must also be involved in decisions regarding how the reserved funds are allotted for parental involvement activities.
Parental Involvement - School Parental Involvement Policy
school receiving Title I funds must jointly develop with, and distribute
to, parents of participating children a written parental involvement
policy. Parents must be notified of
the policy in an understandable format and, to the extent practicable,
in a language they can understand. LEAs must submit to the State any comments made by parents regarding LEA Title I Plans when they submit their LEA Plans.
Parental Involvement - Policy Involvement
Each school must involve
parents, in an organized, ongoing and timely way, in the planning,
review and improvement of programs.
Parental Involvement - Shared
shall jointly develop with parents of served students a school-parent
compact that outlines how parents, school staff and students will
share the responsibility for improved academic achievement.
Involvement - Building Capacity for Involvement LEAs must ensure
the effective involvement of parents and support partnerships among
the school, parents and community to improve student academic achievement. The LEA must build the schools’ and parents’ capacities for involvement through the implementation of required parental involvement activities.
Parental Involvement - Accessibility
LEAs and schools must provide
full opportunities for the participation of parents with limited
English proficiency, parents with disabilities, and parents of
migratory children, including providing information and school
reports in a format, and to the extent practicable, in a language,
Teachers’ and Paraprofessionals’ Qualifications
LEAs must ensure that all teachers teaching in core academic
subjects who are employed by the LEA are highly qualified by the
end of the 2005-2006 school year or, if subject to a permitted
extension, are highly qualified by the end of the extension period,
and are receiving high quality professional development to enable
them to become highly qualified and effective classroom teachers. [34 CFR 200.55, 200.56, 200.57]
LEAs must have a plan to ensure that, through incentives for
voluntary transfers, professional development, recruitment programs,
or other effective strategies, minority students and students from
low-income families are not taught at higher rates than other students
by unqualified, out-of-field, or inexperienced teachers. [34 CFR 200.57(b)(2)]
LEAs must publicly report each year, beginning with the
2002-2003 school year, the annual progress of the LEA as a whole,
and of each school served by the LEA, in meeting the measurable
objectives listed in the State Plan. LEAs must ensure that the data submitted to SED on the qualifications of teachers and teachers’ professional
development are complete and accurate, and that records are kept
for no less than six years from the end of the school year in which
each teacher is employed. Guidance on the federal requirement for
highly qualified teachers and paraprofessionals can be found at www.highered.nysed.gov/nclbhome.htm.
Teachers’ and Paraprofessionals’ Qualifications – Paraprofessionals
LEAs must ensure that all paraprofessionals providing instructional
support and working in a program supported with Title I funds or
a Title I schoolwide program, satisfy the qualification requirements
by the end of school year 2005-2006. Paraprofessionals who are proficient in English and a language other than English and whose primary responsibilities are providing translation services to enhance participation of limited English proficient children in the program, or whose instructional support duties consist solely of conducting parental involvement activities, are exempted from the above-noted qualification requirements, but must have earned a high school diploma or its recognized equivalent. Requirements
completed at least two years of study at an institution
of higher education; or obtained an associate’s (or higher) degree; or passed a rigorous formal State or local academic assessment
designed to demonstrate knowledge of and the ability to assist
in instruction in reading, writing and math, or reading readiness,
writing readiness and math readiness. LEAs must ensure, if applicable, that their local assessment requires individuals to demonstrate knowledge of and the
ability to assist in instruction in reading, writing and math, or reading readiness, writing readiness and math readiness. (See SED website for more detailed guidance on the local assessment option
for paraprofessionals.)
LEAs must ensure that paraprofessionals working in a
program supported with Title I funds work under the direct
supervision of a highly qualified teacher and are not assigned
duties inconsistent with section 1119(g). [34 CFR
200.59] Guidance on the federal requirement for highly qualified
paraprofessionals and teachers can be found at www.highered.nysed.gov/nclbhome.htm.
Teachers’ and Paraprofessionals’ Qualifications - Verification of Compliance
LEAs must require the principal of each Title I school
to attest annually in writing as to whether the school
is in compliance with the requirements of section 1119 “Qualifications for Teachers and Paraprofessionals”). Copies of attestations must be maintained at each Title I school and at the LEA’s main office. This information must be available to any member of the general public upon request. Teachers’ and Paraprofessionals’ Qualifications - Professional Development
LEAs must use not less than five percent, nor more than
ten percent, of their Title I funds for professional development
activities for fiscal years 2002 and 2003. A minimum of five percent
of an LEA’s Title I allocation must be used for professional
development for each fiscal year after 2003. All teachers of core
academic subjects must receive high quality professional development
to become highly qualified and effective classroom teachers. [34
CFR 200.57(a)((2)(i)(B) and USDOE’s written interpretation
of it provided to SED]
At the beginning of each school
year, LEAs must notify the parents of each student attending
a school receiving Title I funds that the parents may request,
and the LEA will provide on request (and in a timely manner),
information regarding the professional qualifications of
classroom teachers and whether the child is provided services
by a paraprofessional (and if so, their qualifications). Every school receiving Title I, Part A funds must provide
to each parent information on the level of achievement
of the parent’s child in each of the State academic assessments required under 34 CFR 200.2 and timely notice that the parent’s child has been assigned, or has been taught for four or more consecutive weeks by, a teacher of a core academic subject who is not highly qualified. [34 CFR 200.61(b)]
Enrolled in Private Schools - General Requirements
school consultation/collaboration is not required by Charter
School LEAs.
Offer equitable educational services or other
benefits supported by Title I, Part A federal funds to
private school students appropriately identified within
the LEA. Use federal funds for services to private school
students only for secular, non-ideological and neutral
purposes. LEAs must consult with private school officials
during the design and development of its programs and before
any decisions are made that affect the opportunities of
eligible private school children to participate in the
Title I, Part A program. Consultation must include meetings of the LEA and the appropriate officials of the private school. Consultation must also include a discussion of service delivery mechanisms that would provide equitable services to private school children and issues
such as those included under section 1120(b)(1).
“(b) CONSULTATION.—
“(1) IN GENERAL.--To ensure timely and meaningful consultation,
a local educational agency shall consult with appropriate
private school officials during the design and development of such agency’s
programs under this part, on issues such as— “(A) how the children’s needs
will be identified;
“(B) what services will be offered;
“(C) how, where, and by whom the services
“(D) how the services will be academically assessed
and how the results of that assessment will be
used to improve those services;
“(E) the size and scope of the equitable
services to be provided to the eligible private
school children, and the proportion of funds that
is allocated under subsection (a)(4) for such services;
“(F) the method or sources of data
that are used under subsection (c) and section
1113(c)(1) to determine the number of children
from low-income families in participating school
attendance areas who attend private schools;
“(G) how and when the agency will make decisions
about the delivery of services to such children,
including a thorough consideration and analysis
of the views of the private school officials on
the provision of services through a contract with
potential third-party providers; and
“(H) how, if the agency disagrees with the
views of the private school officials on the provision
of services through a contract, the local educational
agency will provide in writing to such private
school officials an analysis of the reasons why
the local educational agency has chosen not to
use a contractor.“ LEAs must maintain and provide to SED written affirmation
that the required consultation has occurred. Such affirmation
must be signed by officials of each participating private
such affirmation is not provided by the private school official
in a reasonable time, the LEA shall forward documentation
that the required consultation has taken place.
After timely
and meaningful consultation with appropriate private school officials,
LEAs must provide private school children on an equitable basis,
special educational services or other benefits under Title I, Part
A that address their needs. LEAs must
also ensure that the teachers and families of these children
participate on an equitable basis in parental involvement,
professional development services and other appropriate
Expenditures for educational services and other
benefits to eligible private school children shall be equal
to the proportion of funds allocated to participating school
attendance areas, based upon the number of children from
low-income families who attend private schools, as determined
by the LEA annually or biennially. “(c) ALLOCATION FOR EQUITABLE SERVICE TO PRIVATE
SCHOOL STUDENTS.—
“(1) CALCULATION.—A local
educational agency shall have the final authority, consistent
with this section, to calculate the number of children,
ages 5 through 17, who are from low-income families
and attend private schools by—
“(A) using the same measure of low income
used to count public school children;
“(B) using the results of a survey that,
to the extent possible, protects the identity of
families of private school students, and allowing
such survey results to be extrapolated if complete
actual data are unavailable;
“(C) applying the low-income percentage of
each participating public school attendance area,
determined pursuant to this section, to the number
of private school children who reside in that school
attendance area; or
“(D) using an equated measure of low income correlated
with the measure of low income used to count public school
children. “(2) COMPLAINT PROCESS.—Any dispute
regarding low-income data for private school students
shall be subject to the complaint process authorized
in section 9505.
Fiscal Requirements - Supplement, Not
LEAs must use Title I funds only to supplement the funds that would, in the absence of such Title I funds, be made available
from non-federal sources for the education of students participating
in Title I programs, and not to supplant such other funds.
Fiscal Requirements - Comparability of Services
Except as provided in paragraphs (4) and (5) of section 1120A,
LEAs may receive Title I funds only if State and local funds
will be used in Title I schools to provide services that, taken
as a whole, are at least comparable to services in schools that
do not receive Title I funds.
An LEA serving all of its schools
under Title I may receive funds under Title I only if the LEA will
use State and local funds to provide services that, taken as a
whole, are substantially comparable in each school.
An LEA may meet
these comparability requirements on a grade-by-grade or school-by-school
LEAs must develop procedures for compliance with the comparability
provision, and maintain records that are updated biennially to
document their compliance.
Coordination Requirements - General
LEAs must carry
out those activities described under section 1120B(b) that increase
coordination between the LEA and a Head Start agency and, if feasible,
other entities carrying out early childhood development programs,
such as the Early Reading First program, serving children who
attend the LEA’s schools.
NCLB Required Set-Asides
LEAs must
reserve an amount equal to 20% of their Title I allocation to provide
or pay for public school choice-related transportation costs and
supplemental educational services, unless a lesser amount is needed
to comply with the transportation provision and to satisfy all requests
for supplemental educational services. (See
section on “Funds for Transportation and Supplemental
Educational Services”). The breakdown is as follows:
an amount equal to 5% must be reserved for supplemental educational services; an amount equal to 5% must be reserved for the provision or payment of choice-related transportation; and an amount equal to the remaining 10% must be reserved for choice-related transportation, supplemental educational services, or both, as determined by the LEA. LEAs are prohibited from reducing the total Title I, Part A amount available to each school identified for Title I corrective action
or restructuring by more than 15%.
LEAs identified for Title I LEA Improvement – Comprehensive must annually setaside at least ten percent of their Title I, Part A allocation to address professional development needs of the instructional staff. LEAs identified for Title I LEA Improvement – Basic or Improvement – Focused may be required to setaside such amount in accordance with Differentiated Accountability requirements. NOTE: The LEA setaside amount includes any school setaside(s) for
professional development for schools identified for school improvement. However, the required ten percent
setaside excludes funds reserved for professional development
under section 1119 to enable teachers who are not highly qualified, to become highly qualified.
LEAs must set aside
not less than 5% of their Title I funds to enable teachers
who are not highly qualified, to become highly qualified. LEAs
must set aside at least 1% of their Title I allocation to promote
parent involvement, including family literacy and parenting skills,
if the TitleI allocation is greater than $500,000. Not less than 95% of the required 1% of the parental involvement set-aside must be distributed directly to Title I schools.
If applicable, the LEA must reserve Title I funds that are necessary
to provide services comparable to those provided to children in
schools funded to serve:
Homeless children who do not attend participating Title
I schools, including providing educationally related support
services to children in shelters and other locations where
they 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. Ensure that federally funded early childhood development services to children below compulsory school age comply with the performance standards associated with Head Start.
Assure that children who are economically disadvantaged, children
with disabilities, migrant children, and limited English proficient
(LEP) children are eligible for Title I, 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. Provide pupils newly enrolled
in a school building appropriate compensatory education services
no later than 30 days after enrollment. *The
citations contained herein are to the Public Law provisions
of the No Child Left Behind Act. of 2001. For the codified
version of the public law, see 20 U.S.C §§6301-6339
(Title I, Part A); 20 U.S.C. §§6421-6472 (Title
I, Part D); 20 U.S.C. 6601-6651 (Title II, Part A); 20 U.S.C. §§6751-6777
(Title II, Part D); 20 U.S.C. §§6811-6871 (Title III,
Part A); U.S.C. §§7101-7165 (Title IV, Part A). **Section 100.2(p) of the Commissioner’s Regulations sets forth
requirements relating to this section. Back
to Legal Requirements Last Updated: October 13, 2009