Desktop Monitoring Instrument (DMI)

Utah State Board of Education DMI Tracker

A Guide to Completing the DMI

2021-2022 DMI Training
YouTube

Fiscal Compliance

Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards
United States Department of Education

Sample Time Effort Documents

Monthly Personnel Activity Report (PAR) with Multiple Cost Objectives for an Employee with a Fixed-Shedule: If Not Using the Fixed Schedule Substitute System

Monthly Personnel Activity Report (PAR) with Multiple Cost Objectives and Reconciliation to Payroll Records

Sample Employee Certification and Schedule: Employee with Fixed Schedule

Semi-Annual Certification for an Individual Employee

Parent and Family Engagement

Resources

Annual Title I Meeting: Tips and Topics

Charter Local Education Agency (LEA) Parent and Family Engagement Policy Framework

LEA Parent and Family Engagement Policy Checklist

Sample Notification Letter of Underqualified Teacher

School Parent and Family Engagement Policy Framework

School-Parent/Family Compact

Elementary Lower Grades Sample Compact

Secondary Sample Compact

Equitable Services for Private Schools

Invitation to Private Schools to Consult

The Elementary and Secondary Education Act (ESEA), requires Local Education Agencies (LEAs) to invite private school officials to consult on Title I equitable services each year. To ensure timely and meaningful consultations, meetings should occur by the spring/early summer.

Affirmation of Consultation

Sample Letter: Invitation for Private Nonprofit Schools to Consult on Elementary and Secondary Education Act (ESEA) Equitable Services

Sample Letter: Invitation for Private Nonprofit Schools to Consult on Title I, Part A Equitable Services

The ESEA, requires that consultation occur between the LEA and private nonprofit (nonpublic) school officials. The LEA is required to submit an Affirmation of Consultation for each private school that participates in a consultation.

Equitable Services for Private Nonprofit School Students Consultation

Paraprofessionals

What Does it Mean to Be a Highly Qualified Paraprofessional?

Both targeted assistance and schoolwide Title I programs require paraprofessionals to be highly qualified. To meet the highly qualified requirements, a paraprofessional must have a high school diploma or equivalent plus one of the following:

1. An associate degree;
2. 48 semester hours or 60 quarter hours of credit from an accredited college or university; or
3. Meet a rigorous standard of quality–in Utah, a passing score of at least 460 on the ParaPro Exam–and can demonstrate knowledge of, and the ability to assist in instructing, as appropriate -
   1. Reading/language arts, writing, and mathematics; or
   2. Reading readiness, writing readiness, and mathematics readiness.

Exceptions to the Title I highly qualified requirements:

1. A paraprofessional who serves only as a translator;
2. A paraprofessional who only conducts family engagement; or
3. A paraprofessional who only provides personal care services or other non-instructional services to students with disabilities.

What Types of Instructional Support May a Paraprofessional Provide?

1. Tutoring eligible students, if the tutoring occurs at a time when a student would otherwise not receive instruction from a classroom teacher;
2. Classroom management, including organizing instructional materials;
3. Managing a computer lab;
4. Assisting with parental engagement activities;
5. Providing support in a library media center;
6. Translating for parents or families; or
7. Instructional services to students under the supervision of a licensed teacher.

Resources

Examining Beliefs About Poverty