ESEA Grants

At the beginning of each school year, evidence of annual notice to parents that they may request information regarding professional qualifications of their students' teachers and paraprofessionals.
Evidence of timely notification to each individual parent of a student in a Title I school taught by a teacher for 4 or more consecutive weeks who does not meet state certification requirements. N/A (If all teachers are properly certified/licensed)
Evidence of timely notification to parents in a Title I school that the parent may request policies regarding student participation in state mandated assessments as well as disseminating through public means information on each assessment required by the state.
Evidence of notifications regarding service and parental participation, in a timely manner (30 days after the beginning of the school year, or within two weeks of the child being placed in the language instruction program) and in an understandable and uniform format, to parents of an identified Limited English Proficient student eligible for Title I and/or Title III participation. Parent notifications that are timely and provided in a language that the parents can understand.
Building Eligibility low income data and CEP documentation is maintained for audit purposes. Free & Reduced Priced meal applications forms maintained.
Evidence of Title I school budget and expenditures as represented by the Title I school Allocations in the CCIP Consolidated Application.
Eligible students in a Title I targeted assistance school are students identified by the school as failing, or most at risk of failing, to meet the State's Student academic standards on the basis of multiple, educationally related, objective criteria established by the district and supplemented by the school. Children from preschool through grade 2 shall be selected solely on the basis of criteria, including objective criteria established by the district and supplemented by the school.
Implements the targeted assistant program component requirements
The district jointly develops and annually reviews a written parent and family engagement policy that is distributed to parents that establishes the district's expectations for parental involvement.
Each Title I school jointly develops with, and distributes to, parents and family members of participating children a written and family engagement policy (school plan) that is made available to the local community and updated periodically.
Each Title I school convenes an annual Title I meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school's participation in Title I and to explain Title I requirements and the rights of parents to be involved.
Integration of Professional Development promoting the integration of Title I staff into the regular school program, overall school planning and improvement efforts.
Each Title I-served school involves parents in an organized, ongoing and timely way in the planning, review, and improvement of Title I programs, including the school's parent and family engagement policy (plan) and the school wide program plan (if applicable).
Each Title I-served school jointly develops with parents a school-parent compact that outlines how parents, the entire school staff, and students share the responsibility for improved student academic achievement and how the school and parents will build a partnership to achieve this end.
Evidence of involvement, training and assistance to parents to ensure effective involvement of parents and to support a partnership among the school involved, parents and the community to improve student academic achievement.
Evidence of involvement, training and assistance to parents to ensure effective involvement of parents and to support a partnership among the school involved, parents and the community to improve student academic achievement.
Evidence of involvement, training and assistance to parents to ensure effective involvement of parents and to support a partnership among the school involved, parents and the community to improve student academic achievement.
The district shall provide eligible children, on an equitable basis educational services that address their needs; and ensure that teachers and families of the children participate.
Funds are used only to supplement the amount of funds that would, in the absence of Title I-A funds, be made available from non-federal sources for the school, in accordance with the method of documentation.
Fiscal Records demonstrate that the district conforms to the Uniform Guidance and the requirements of the grant.
The district develops, implements and evaluates the comprehensive programs being carried out under this grant.
Funds made available under this title shall be used to supplement, and not supplant, non-federal funds that would otherwise be used for activities authorized under this title.
Funds made available under this subpart support the programs and activities selected in the CCIP consolidated application and shall be used to supplement, and not supplant, non-federal funds that would be otherwise be used for activities authorized under this subpart
Expenditures for educational services and other benefits provided under this section for eligible private school children, their teachers, and other educational personnel serving those children shall be equal, taking into account the number and educational needs of the children to be served, to the expenditures for participating public school children, Title I-C, Title II-A, Title III, Title IV-A,
Funds allocated to a school district for educational services and other benefits to eligible private school children shall be obligated in the fiscal year for which the funds are received by the agency,
Fiscal year records, including Account History (ACCRPT) and Budget Account Information (BUDLED), are accurately maintained by the district
An inventory, if applicable, is completed at least once every two years along with a control system to ensure adequate safeguards for preventing loss, damage, or theft, including date(s) performed.
District has an up-to-date homeless board policy, enrollment and dispute procedures
Awareness training/information is provided for school personnel
Public notice of education rights of homeless children and youth is disseminated to schools and community facilities and locations where services are provided
District assures that transportation is provided at the request of the parent or guardian or in the case of an unaccompanied youth, the liaison, to and from the school of origin
District provides referrals as needed to health care services and coordinates services with community and service agencies
Each district supports the stability of students in foster care by maintaining a transportation plan or agreement developed in collaboration with their local public children services agency and clear written procedures for educational best interest determinations.
Report if your district received EITHER Assistance for Homeless Children and Youth Program (CFDA 84.938B) or Temporary Emergency Impact Aid for Displaced Students (CFDA 84.938C)