| Student identification is made that renders them eligible or ineligible for services. Students identified as most at risk of not meeting state academic standards are served. |
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All students can receive additional services. No student identification is made that renders them eligible or ineligible for services. Students identified as most at risk are given additional assistance. |
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Plan must be based on a comprehensive needs assessment. |
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Plans and programs employed must be based on scientifically-based research and must strengthen the core academic program of the school. |
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| Program targets resources only to those students most at-risk academically in reading and/or math. Program promotes improved instruction for all students and constitutes comprehensive school reform professional development. |
Professional development must be aligned with Title I program goals. |
Title I funds are used to provide professional development for all staff to support all students. |
| The program is not contingent on school's poverty rate. |
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Unless a waiver is granted, only schools with a poverty rate of 40% or more may operate a schoolwide program. |
| Title I funds are used to support additional instruction. |
School must provide additional learning time for students who have been identified as most at risk of not meeting reading and/or math standards. |
Title I funds may be merged with Federal, State, and local funds to support additional instruction. |
| Careful accounting must show that funds otherwise received from non-Title I sources are not replaced with Title I funds. |
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Districts must show that overall the level of educational services is higher in schools with Title I funds than services would be without federal money. Schoolwide plan must align with budget expenditures. |
| Students are to be pulled from the regular educational setting as little as possible. After-school and summer classes should be considered. |
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Since the program serves all students, there may be a need to pull students from the regular educational setting to receive the benefits of the federal money, but pull-out should be as minimal as possible. |
| Ongoing progress-monitoring must be in place to identify students most at-risk and eligible for services. |
Ongoing monitoring of student progress is necessary to determine intervention program modifications. |
A comprehensive needs assessment helps identify how services will be delivered. Teachers are involved in analysis of academic assessments. |
| Title I services are a part of the overall school planning process and are considered whenever new school plans are developed. |
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A formal and comprehensive plan must be developed for each school on a schoolwide plan, outlining how both school and Title I resources will be used to meet the identified needs. |
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Plan must coordinate and integrate Federal, State, and local services and programs. |
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| Parents must be notified of students' eligibility for Title I services |
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No parent notification of additional services to students is necessary. |
| Title I teachers and paraprofessionals must be highly qualified. |
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All content teachers and paraprofessionals, including Special Education staff, must be highly qualified. |
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Emphasis is placed on parental involvement and family literacy. Parent School Policy/ Compact must be developed. |
Parents are involved in plan development, revision, and review. |
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Program must facilitate transition from early-childhood programs to school. |
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