Title I, Part A

Allocating Program Funds, Grants Management, and Policy

Ranking & Allocation link
Ranking & Allocation

CEP


Set-Asides & Program Activities

Required & Optional

Fiscal Requirements
Combining Funds
Maintenance of Effort
Comparability
Supplement not Supplant
Carryover
Time & Effort
Laws & Regulations

Laws & Regulations
Uniform Grant Guidance (UGG)
USDE Non-Regulatory Guidance
Records Retention

Data and Funding Summaries
Census/LAP Poverty Measures
Title I, Part A Schools List

2017-18 Updates on Allocations and Applications
2016-17 Archived Information

 


Ranking & Allocation

An LEA must annually rank all of its school attendance areas according to their percent of poverty. (See example below)

Priority A – without regard to grade spans, rank school attendance areas with low-income percentage greater than 75% from highest to lowest.

    NEW! (ESSA 1113 (a)(3)(B)) – may, if the district elects, lower this the threshold to 50% for high schools served by the LEA

THEN, with remaining funds (Priority B) – may rank remaining eligible school attendance areas from highest to lowest either by grade span or by district average – see BASIC chart below. Please read through the law and non-regulatory guidance on this page to gain a full understanding of the requirements of this section.

Diagram of Allocation -  see Identification and Selection of Schools and Allocation of Title I funds link for details

Other important R&A rules:

  • Ranking and allocating rules do NOT apply to LEAs with a total enrollment of less than $1,000.
  • LEA may designate buildings with 35% low-income children as eligible.
  • If a building with less than 35% low-income is served, ALL buildings must be served according to the 125% rule.

If your district has approved Community Eligibility Provision (CEP) schools, please ensure you gain an understanding about how this affects your ranking and allocation for Title I purposes.

 


Set Asides & Program Activities

Guidance for unspent 2016-17 Set-Asides

Required:

Optional:

  • Professional Development
    Previously, under NCLB, LEAs and schools in a step of improvement were required to set aside 10% of their Title I, Part A allocation for PD. This is no longer required under ESSA, however LEAs may choose to set-aside PD funds for the 2017-18 year.


  • Early Learning
    Use this set-aside for district-wide early learning activities. Whether in the entire LEA or just a portion of the LEA, there are a number of early learning activities that can be funded with Title I, Part A dollars. Use the following resources to help determine how to use an early learning set-aside:


  • Foster Care
    Use this set-aside to support foster care students, who are categorically eligible for Title I, Part A. For more information on Title I, Part A and Foster Care, review the OSPI Foster Care Frequently Asked Questions.

    Unspent Set-Asides:

    Guidance for unspent 2016-17 Set-Asides

     


    Fiscal Requirements

    Title I, Part A Fiscal Guide - Coming Soon

    Combine Funds

    Bulletin B054-12

    Schoolwide programs are intended to provide flexibility for serving students in eligible school buildings by combining certain federal, state, and local revenues to more effectively address the needs of all academically struggling students.

    School districts may only operate schoolwide programs in Title I, Part A buildings that have been identified in the district Title I, Part A iGrants application. Schools in which at least 40 percent of the students are from low income families may combine Title I, Part A with certain other federal, state, and local funds in order to improve academic performance of all students, particularly the lowest achieving students.

    Supplement Not Supplant (SNS)

    In general terms, Title I, Part A funds should be in addition to (supplement) and not replace (supplant) state and local funds.

    Maintenance of Effort

    2014 WASBO MOE Training

    School districts must ensure that state and/or local funding spent on programs is consistent between years. The amount of Federal funding received for a program should not lead to a decline in the amount of state and/or local funding for the same program.

    Time & Effort

    All employees charged to federal grants must document the time they spend working on the grant’s objectives to demonstrate that the amounts charged to federal programs are true and accurate.

    • B048-17 Addendum - Bulletin
    • Attach 1 - Semi-Annual Certification – Single Cost Objective
    • Attach 2 - Monthly PAR - Multiple Cost Objectives/Reconciliation to Payroll Records
    • Attach 3 - Monthly PAR with Multiple Cost Objectives for Employee with Fixed-Schedule (if not using the “Fixed Schedule” system)
    • Attach 4 - Employee Certification and Schedule – Employee with Fixed Schedule (if using the “Fixed Schedule” system)

     


    Laws and Regulations

    For the ESSA Law and Non-Regulatory Guidance, see our ESSA District Resources Page.

    Education Department General Administrative Regulations (EDGAR) EDGAR Title 34, Code of Federal Regulations (CFR), Parts 75-59, 81-86 and 97-99 is currently in transition. For awards made prior to December 26, 2014, EDGAR Parts 74 and 80 still apply. For awards made on or after December 26, 2014, 2 CFR Part 200 (which includes the substance formerly in parts 74 and 80) applies. You may have heard about the “Uniform Grants Guidance (UGG)”, “Omni-Circular”, or “Super Circular”. These are all common names for 2 CFR Part 200.

    Memorandum No. 007-15 – OSPI memo on key changes

    For more information on the transition to 2 CFR Part 200, see the Uniform Guidance Technical Assistance for Grantees

    2 CFR Part 200 - Uniform Administrative Requirements, Cost Principles, and Audits for Federal Awards - Consolidates A-21, A-87, A-89, A-102, A-110, A-122, and A-133 and applies to federal awards that begin on or after December 26, 2014.

    • Subpart A – Acronyms and Definitions
    • Subpart B – General Provisions
    • Subpart C – Pre-Federal Award Requirements and Contents of Federal Awards
    • Subpart D – Post Federal Award Requirements (formerly Part 80)
    • Subpart E – Cost Principles (formerly A-87)
    • Subpart F – Audit Requirements (formerly A-133)

    Single Audit: OMB Circular A-133 Compliance Supplement 2016

    For Laws, Non-Regulatory Guidance, and other resources on Title I, Part A and other Federal Programs, see OSPI’s ESSA District Resources page

    For information on Private School Participation in Federal Programs, visit OSPI’s Private Schools & Non-profits webpage.

    For additional questions about fiscal laws and regulations: Contact Jennifer Carrougher, Financial Services, 360-725-6280.

     


    Data and Funding Summaries

    Title I, Part A Schools in Washington State

    Title I, Part A Schoolwide and Targeted Assistance Schools 2016–17

    Washington State Poverty Data and Measures (FRPL and CENSUS)

    • Common questions asked about poverty measures for K-12 students in Washington State for Learning Assistance Program and Title I, Part A funding
    • Data Appendices

     


    2017-18 Allocations and Annual Plan

    The Title I, Part A Annual Plan (iGrants Form Package 201) launched August 2, 2017 and is due September 15, 2017. Final Title I, Part A allocations for the 2017-18 school year can be accessed through FP 201.

    Title I, Part A Program Plan: FP 201 questions regarding general use of Title I, Part A funds.

    New in 2017-18: LEA Comprehensive Approaches to Well-Rounded Education, Equitable Access to Effective Instruction, Discipline, and Transitions in and Out of High School.

    ESSA requires LEA answer questions regarding strategies and initiatives to systemically support all students enrolled in the LEA. These questions are not limited to Title I, Part A programming. ESSA requires LEAs submit these questions to OSPI for the first year it is in effect (the 2017-18 school year). From then on, OSPI is allowed to establish a schedule, which does not have to be annually. (ESSA Section 1112(a)(4))

    ESSA Section 1112(b) outlines the purpose of the LEA plan:
    “To ensure that all children receive a high-quality education, and to close the achievement gaps between children meeting the challenging state academic standards and those children who are not meeting such standards.”

    To limit administrative burden for LEAs, wherever possible OSPI provided check-boxes for LEAs to identify strategies already required by law (RCW or WAC), identified in our draft ESSA Consolidated State Plan, or provided frequently used research-based strategies. The questions are provided below.

    2016-17 Archived Title I, Part A Information

    The following information is provided for LEAs in case of questions or audit regarding the 2016-17 school year.

     

     

   Updated 11/16/2017

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