Title I, Part A: Monitoring and Compliance

Desktop Monitoring Instrument (DMI)

Utah State Board of Education DMI Tracker

A Guide to Completing the DMI

20240828 Title I, Part A DMI Training (Drafted by VM)
YouTube

Fiscal Compliance

Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards(External Web Content)
United States Department of Education

 

Sample Time Effort Documents

Monthly Personnel Activity Report (PAR) with Multiple Cost Objectives for an Employee with a Fixed-Schedule: 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

Providing Information to Parents and Family Members

Annual Title I Meeting: Tips and Topics

Sample Notification Letter of Underqualified Teacher

 

Parent and Family Engagement Policy

School-Level Parent and Family Engagement Policy Framework

LEA-Level Parent and Family Engagement Policy Checklist

Small District and Charter Parent and Family Engagement Policy Framework

 

School-Parent/Family Compact

 (PDF File)School-Family Compact Checklist

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.

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

 

Affirmation of Consultation

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.

ESEA Programs Equitable Services for Private Nonprofit School Students Consultation for School Year

Title I Equitable Services for Private Nonprofit (Nonpublic) School Students Consultation for School Year

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 (or higher); or
2. Documentation of at least 48 semester hours or 60 quarter hours of credit from an accredited college or university; or
3. Meet a rigorous standard of quality 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.
4. In Utah, passing scores on the following Board-approved assessments are accepted (please contact your Local Education Agency (LEA) for additional details/requirements):
   • ParaPro Assessment by Educational Testing Service (ETS) – a score of at least 460
   • ParaEducator Assessment by Master Teacher – a score of at least 70% on Academic Application (reading, writing, math) and 65% on Knowledge of Supporting Instruction
   • Project PARA Assessment by the University of Nebraska-Lincoln – a certificate indicating completion of Title I course

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 as Part of a Title I Program?

1. Tutoring eligible students, if the tutoring occurs at a time when a student would otherwise not receive Tier 1 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; and
7. Instructional services to students under the supervision of a licensed teacher.

 

Documentation of Highly Qualified Status

Note: Documentation of the highly qualified status of a paraprofessional is the responsibility of the LEA and is not posted in Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS). Paraprofessionals should refer to the LEA’s Title I Director or Human Resources Department for more information.

Acceptable forms of documentation to be submitted to LEA:

• Post-Secondary Transcript showing a minimum of 48 academic semester hours at an accredited institution of higher education;
• Post-Secondary Transcript; certificate; or diploma indicating an associate degree or higher from an accredited institution of higher education; or
• A high school diploma or its equivalent AND evidence of a passing score on one of the three Board-approved assessments (ParaPro, ParaEducator, or Project PARA)

 

Resources

Examining Beliefs About Poverty