Title I, Part A: Program Review and Support

Title I, Part A's Program Review and Support (PRS) provides technical assistance that contributes to the success of students in Washington each year. Even if the LEA is not scheduled for a Program Review, the checklist and resources below can be helpful to regularly self-evaluate and review various requirements under Title I, Part A.

For more information regarding Program Review and resources for LEAs, go to Program Review & Support (Formerly CPR). There you will find a review checklist for all state and federal programs included in the process, templates, guidance, and more.

Title I, Part A Program Review and Support Checklist with Examples

The following Title I, Part Notification Newsletter Template can be used to fulfill a variety of required Title I, Part A notifications. As well as items in the PR checklist: 1.3, 1.5, 1.6.

Title I, Part A Notification Newsletter Template: English | Chinese | Khmer | Korean | Punjabi | Russian | Somali | Spanish | Tagalog | Vietnamese 

1.1 Ranking and Building Allocation

A. Expenditure reports from the prior year for each school served, showing only Title I expenditures. Label each expenditure report by school.

The reports must show:

  • Total Title I, Part A funds budgeted for each school.
  • Total Title I, Part A expenditures for each school

Note: Please label reports by building or attach a location code key.

Ranking & Allocating Title I, Part A Funds

Examples of compliant items:

1.2 Title I, Part A Set-Asides

Provide evidence for the prior school year that demonstrates expenditures are budgeted and tracked for the following set-asides:

A. Homeless students (required for all LEAs).

B. Parent Engagement (1%, if allocation over $500,000), including the previous year's PFE carryover.

  • LEA distributes at a minimum 90% (not less) of the 1% PFE funds to schools with priority given to high-needs schools

C. Private schools (if applicable).

Evidence may include:

  • Internal tracking document for each set-aside
  • Expenditure report separated by set-aside.
  • Chart of accounts if the set-asides are not labeled by name in the expenditure report.

Note: ESSA requires LEAs to distribute 90% of that amount with priority given to "high needs schools" for use at the school level on specifically prescribed parent and family involvement activities.

Resources:

Examples of compliant items:

1.3 One Percent Parent and Family Engagement Funds

A. LEA total allocation is less than $500,000 – this is not applicable.

B. Provide evidence that families have opportunities to provide input on decisions about the one percent funds for parent and family engagement activities.

Evidence may include the following:

  • Dated meeting announcement and agenda, clearly labeled with Title I agenda items.

Resources:

Title I, Part A Program Guide  

Title I, Part A & ESSA Fiscal Handbook

Example:

One Percent Input

1.4 Parents Right-to-Know Timely Notice of Limited State Certification and Licensure

A. N/A – Provide a comment if the LEA has no teachers with limited certificates in the current school year.

OR

B. Upload an example letter of a teacher with limited substitute teaching certificates (Emergency Substitute or Intern Substitute Teacher) assigned to teach in Title I, Part A program (school wide or targeted) during the current school year.

Resources:

1.5 LEA Parent and Family Engagement Policy

LEA with more than one school

A. Upload a dated copy of current board approved LEA parent and family engagement (PFE) policy. The policy must describe how the LEA will implement the requirements for each component.

B. Upload evaluation results that provide evidence of the effectiveness of the PFE program.

OR

A. Upload a WSSDA Policy 4130 and provide a description of how the LEA will implement the requirements for each component.

B. Upload evaluation results that provide evidence of the effectiveness of the PFE program.

LEAs with one school

Upload a dated copy of current board approved combined LEA /School PFE policy. Combined policy must describe how the LEA will implement the requirements for each component. Include evaluation results that provide evidence of the effectiveness of the PFE program.

Resources:

1.6 School Parent and Family Engagement Policy/Plan

LEAs with enrollment of 5,000 students and under: Provide evidence for two (2) TAS or SWP schools with highest Per Pupil Allocation (PPE). If both programs, one of each.

LEAs with enrollment of 5,001 students and over: Provide evidence for two (2) TAS and two (2) SWP with the highest PPE. If one program model type, provide evidence for three (3) schools with the highest Per Pupil Allocation.

LEA with more than one school:

A. Upload a dated copy of current board approved school parent and family engagement (PFE) policy. The policy must describe how the school will implement the requirements for each component.

B. Upload evaluation results that provide evidence of the effectiveness of the PFE program.

OR

LEAs with one school

Item 1.5 meets compliance for both 1.5 and 1.6.

Resources:

1.7 Schoolwide Program

LEAs with enrollment of 5,000 students and under: Provide evidence for two (2) SWP schools with highest PPE.

LEAs with enrollment of 5,001 students and over: Provide evidence for three (3) SWP with the highest PPE. 

Copy of current, dated schoolwide or SIP Plan that includes the elements below:

  1. Comprehensive Needs Assessment summary.
  2. Well-Rounded Educational Strategies.
    • Combines the elements from previous versions of Schoolwide templates: Schoolwide Reform Strategies & Activities to Ensure Mastery.
  3. Consolidation of Funds Matrix. This component includes the matrix showing the funds combined, and activities that meet the “intent and purpose” of the funding.

Resources:

Examples:

1.8 Schoolwide Program Evaluation

LEAs with enrollment of 5,000 students and under: Provide evidence for two (2) SWP schools with highest PPE.

LEAs with enrollment of 5,001 students and over: Provide evidence for three (3) SWP with the highest Per Pupil Allocation. 

Upload a summary of the annual evaluation (prior or current school year) that includes the following:

  1. Date, name of school, and list of partners that participate in the process.
  2. Types of evaluation data used, e.g., periodic and summative student assessment data, and staff and parent/guardian surveys used to evaluate the strengths and weaknesses of the program’s impact.
  3. Evaluation of the program implementation.

The following questions are examples to guide program evaluation:

  • Has the Title I, Part A program been effective?
  • What has worked well in the Title I, Part A program?
  • What has not worked well in the Title I, Part A program?
  • How should the Title I, Part A program be refined?

Examples:

1.9 Targeted Assistance Program and Identification of Students

LEAs with enrollment of 5,000 students and under: Provide evidence for two (2) TAS schools with highest PPE.

LEAs with enrollment of 5,001 students and over: Provide evidence for three (3) TAS with the highest PPE. 

Principal and/or staff provide a written summary of the targeted assistance program protocols that includes a written assessment of the decision-making process and a plan with entrance and exit procedures.

Upload TAS Protocols Summary:

  1. The School Improvement Plan (SIP) or Needs Assessment where identified areas of improvement are listed.
  2. A current rank order list of identified students.
  3. Intervention practices and strategies.
  4. Coordination of resources with regular education and transition supports (i.e., PreK to Kinder, Elementary to Middle, etc.)
  5. Parent and Family Engagement strategies.
  6. Professional development opportunities.

Resources:

Examples:

 

1.10 Targeted Assistance Program Evaluation

LEAs with enrollment of 5,000 students and under: Provide evidence for two (2) SWP schools with highest PPE.

LEAs with enrollment of 5,001 students and over: Provide evidence for three (3) SWP with the highest Per Pupil Allocation. 

Upload a summary of the annual evaluation (prior or current school year) that includes the following:

  1. Date, name of school, and list of partners that participate in the process.
  2. Types of evaluation data used, such as periodic and summative student assessment data, and staff and parent/guardian surveys used to evaluate the strengths and weaknesses of the program’s impact.
  3. Evaluation of the implementation.

The following questions are examples to guide program evaluation:

  • Has the Title I, Part A program been effective?
  • What has worked well in the Title I, Part A program?
  • What has not worked well in the Title I, Part A program?
  • How should the Title I, Part A program be refined?

Examples: