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Title I Part A - Sec. 1115


Supporting Documents

Assistance Schools

This section of ESEA allows schools that are eligible to receive funds but are not eligible for a schoolwide program or have not received a waiver, to operate a Targeted Assistance program in the school. The section includes methods that may be used, along with assurances the school must give to the LEA. The main component of this type of program is that eligible children must be identified for participation by using multiple, educationally related, objective criteria established by the LEA. The term "targeted assistance" signifies that the services are provided to a select group of children--those identified as failing, or most at risk of failing, to meet the challenging State academic standards--rather than for overall school improvement. There are also rules regarding children who may automatically qualify for services if they are needed. Reminder: Under ESSA, the funding is supplemental, not the activities, as was true in the past.

Students must be marked in Infinite Campus if they receive Title I services in Reading and/or Math. It is recommended that a list of Title I students be run at the end of each semester to check data accuracy prior to data being pulled for Accountability purposes.



TARGETED ASSISTANCE SCHOOL PROGRAM

To assist targeted assistance schools and local educational agencies to meet their responsibility to provide for all their students served under this part the opportunity to meet the challenging State academic standards, each targeted assistance program under this section shall:

  • determine which students will be served
  • serve participating students identified as eligible children under subsection (c), including by using resources under this part to help eligible children meet the challenging State academic standards, which may include programs, activities, and academic courses necessary to provide a well-rounded education; using methods and instructional strategies to strengthen the academic program of the school through activities, which may include expanded learning time, before- and afterschool programs, and summer programs and opportunities; and a schoolwide tiered model to prevent and address behavior problems, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.)
  • coordinating with and supporting the regular education program, which may include services to assist preschool children in the transition from early childhood education programs such as Head Start, the literacy program under subpart 2 of part B of title II, or State-run preschool programs to elementary school programs
  • providing professional development with resources provided under this part, and, to the extent practicable, from other sources, to teachers, principals, other school leaders, paraprofessionals, and, if appropriate, specialized instructional support personnel, and other school personnel who work with eligible children in programs under this section or in the regular education program
  • implementing strategies to increase the involvement of parents of eligible children in accordance with Section 1116
  • if appropriate and applicable, coordinating and integrating Federal, State, and local services and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and comprehensive support and improvement activities or targeted support and improvement activities under Section 1111(d)
  • provide to the local educational agency assurances that the school will help provide an accelerated, high-quality curriculum; minimize the removal of children from the regular classroom during regular school hours for instruction provided under this part; and on an ongoing basis, review the progress of eligible children and revise the targeted assistance program under this section, if necessary, to provide additional assistance to enable such children to meet the challenging State academic standards.



ELIGIBLE CHILDREN

The eligible population for services under this section is children not older than age 21 who are entitled to a free public education through grade 12; and children who are not yet at a grade level at which the local educational agency provides a free public education.

From the population described in subparagraph (A), eligible children are children identified by the school as failing, or most at risk of failing, to meet the challenging State academic standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of criteria, including objective criteria, established by the local educational agency and supplemented by the school.

  • Children who are economically disadvantaged, children with disabilities, migrant children or English learners, are eligible for services under this part on the same basis as other children selected to receive services under this part.
  • A child who, at any time in the 2 years preceding the year for which the determination is made, participated in a Head Start program, the literacy program under subpart 2 of part B of title II, or in preschool services under this title, is eligible for services under this part.
  • A child who, at any time in the 2 years preceding the year for which the determination is made, received services under part C is eligible for services under this part.
  • A child in a local institution for neglected or delinquent children and youth or attending a community day program for such children is eligible for services under this part.
  • A child who is homeless and attending any school served by the local educational agency is eligible for services under this part.



SPECIAL RULES

SIMULTANEOUS SERVICE
Nothing in this section shall be construed to prohibit a school from serving students under this section simultaneously with students with similar educational needs, in the same educational settings where appropriate.

COMPREHENSIVE SERVICES
If health, nutrition, and other social services are not otherwise available to eligible children in a targeted assistance school and such school, if appropriate, has engaged in a comprehensive needs assessment and established a collaborative partnership with local service providers; and funds are not reasonably available from other public or private sources to provide such services, then a portion of the funds provided under this part may be used as a last resort to provide such services, including:

  • the provision of basic medical equipment, such as eyeglasses and hearing aids
  • compensation of a coordinator
  • family support and engagement services
  • integrated student supports
  • professional development necessary to assist teachers, specialized instructional support personnel, other staff, and parents in identifying and meeting the comprehensive needs of eligible children



USE OF FUNDS FOR DUAL OR CONCURRENT ENROLLMENT PROGRAMS

A secondary school operating a targeted assistance program under this section may use funds received under this part to provide dual or concurrent enrollment program services described under Section 1114(e) to eligible children under subsection (c)(1)(B) who are identified as having the greatest need for special assistance.



REVIEW EXPECTATIONS:
During a review, the district and school(s) will be expected to show documentation of the methods used to determine eligible students. This may include how students were rank ordered for service if applicable. Schools will also be expected to explain how the program meets the requirements of the Targeted Assistance Program. (Section 1115(b)(2))