Why Does Every Title I School Need an 1119 Assurance Statement?
STATUTE: Title I Part A, Section 1119 (i)
(i) VERIFICATION OF COMPLIANCE-
(1) IN GENERAL- In verifying compliance with this section, each local
educational agency, at a minimum, shall require that the principal of each
school operating a program under section 1114 or 1115 attest annually in
writing as to whether such school is in compliance with the requirements of
(2) AVAILABILITY OF INFORMATION- Copies of attestations under
paragraph (1) —
(A) shall be maintained at each school operating a program under section
1114 or 1115 and at the main office of the local educational agency; and
(B) shall be available to any member of the general public on request.
The district is responsible for making sure that each principal of a Title I school (either targeted assistance or schoolwide) sign a written statement of compliance with the provisions of section 1119. A copy of this written and signed statement must be on file at the individual school as well as at the main office of the district. This information must be available to the public upon request.
Compliance with this section will also be part of the on-site reviews conducted by the Office of Educational Services and Support for federal programs. The principal will be asked to provide the compliance verification statement as well as supporting documents. It is suggested that each principal start a file for this purpose.
The following items should be included in the file:
• Hire dates for Title I paraprofessionals and teachers
• Verification of high school diploma or GED
• Copies of transcripts to verify credit hours or degrees
• Copies of teaching certificates showing endorsements
These requirements are for Title I paraprofessionals and teachers. New staff must meet requirements before hire while existing paraprofessionals and Title I teachers must meet full requirements by Jan. 2006. In a schoolwide Title I program, all staff are considered Title I staff and therefore must meet the requirements of section 1119. In a targeted assistance school, only those staff actually paid with Title I funds are affected by the requirements.
Section 1119 also calls for all K-12 teachers of core subject areas to be highly qualified by the school year 2005-2006. The term ``core academic subjects'' means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. The state must develop a plan to assure this and each district must also devise a plan. Therefore, part of the district’s needs assessment for the consolidated application should be to determine the status of all of its core subject area teachers, K-12. The results of the needs assessment of teacher and paraprofessional qualifications should also be kept in the folder for documentation of compliance with section 1119.
Compliance issues that must be assured:
• All Title I paraprofessionals have at least a GED or high school diploma.
• All Title I paraprofessionals hired after Jan. 7, 2002 met requirements of 1119 prior to hire.
• All Title I paraprofessionals have met the requirements of section 1119 calling for an associate degree, 48 college credits, or passage of the state test (ParaPro).
• All Title I teachers hired after the first day of school, 2002, highly qualified.
• All Title I teachers are highly qualified.
• All teachers teaching core subject areas are highly qualified.
• The district has set aside 5% (unless a lesser amount is needed) of its Title I allocation to meet the needs of staff under section 1119, unless a lesser amount is needed.
Sample Assurance Statement
I, _____________, principal of _____________ school, _____________
district, hereby assure that all staff in this school have met the requirements
outlined in section 1119 of Title I Part A. All Title I paraprofessionals have
met requirements of 1119 calling for an associate degree, 48 college
credits, or passage of the state test (ParaPro). All Title I teachers are highly
qualified. All teachers teaching core subject areas are highly qualified.
_________________________ (signature) __________________ (date)
Targeted Assistance VS. Schoolwide
Although many similarities exist between Title I Targeted Assistance and Schoolwide programs, there are also significant differences. It is especially important that schools that have recently moved or are moving from Targeted Assistance to Schoolwide be aware of these differences and address them as they develop school Title I plans and submit information for the Consolidated Application.
Download Target Assistance VS. Schoolwide chart
School Plans and the Consolidated Application
School plans should reflect the actions to be taken by school staff that comply with Title I federal requirements and meet the needs of students. While many of the actions taken by Targeted Assistance schools are the same as those taken by Schoolwide, there are significant differences between the two programs, as indicated by the chart above.
Some examples are:
• Targeted Assistance programs should focus primarily on the quality instruction provided by the Title I teacher, either working with a small group of eligible students within the classroom or in a pull-out program. The description of the Targeted Assistance program must address effective scientifically research-based instructional methods and strategies that strengthen the core academic program of the school and align with general classroom instruction/curriculum.
Example of how this could be reflected in the Consolidated Application: In addition to the literacy block within the classroom, Title I students will receive 30-40 minutes of additional intensive one-on-one or small-group reading instruction using research-based literacy intervention materials. These intervention programs were selected by Title I and classroom teachers after a review of research on effective reading intervention programs. These resources will be purchased with Title I Targeted Assistance funds.
• Schoolwide programs should focus primarily on meeting the needs identified in the comprehensive needs assessment. The description of the Schoolwide program must address effective scientifically research-based instructional methods and strategies that strengthen the core academic program of the school.
Example of how this could be reflected in the Consolidated Application: Teachers provide additional in-class small group instruction for both reading and math for students who are not on grade level. For students who are still not making adequate progress in the regular classroom, before- and after-school tutoring, and Summer School are offered. Students also receive additional support during the school day and in summer school through ______, a computer-based program that reinforces reading skills.
District teams of teachers have met over the past four years and analyzed core and intervention programs. After holding school-based discussion groups regarding the materials, a district selection of core programs was made. The district funded the core programs; teachers in Title I schools have selected supplemental and intervention programs that they determined best met the needs of their students.
• Targeted Assistance programs should involve parents to the extent possible in program planning and evaluation, but the focus should be on their involvement in the Title I student’s education, required parent involvement activities, and family literacy.
• Schoolwide programs must provide evidence of whole-staff and parent involvement in program planning and evaluation, as well as academic involvement, required parent involvement activities, and family literacy.
• Professional development with Targeted Assistance funds is used for staff that support Title I students and is aligned with Title I students’ needs.
• Professional development in Schoolwide programs is for all staff to support all students and is described in the Schoolwide plan.