Title II Authorized Activities

Developing and implementing mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers, including specialists in core academic subjects, principals, and pupil services personnel;

• 
  Developing and implementing initiatives to assist in recruiting highly qualified teachers and hiring highly qualified teachers, who will be assigned teaching positions within their field;
  
• 
  Establishing programs that hire regular and special education teachers to team-teach in classrooms that contain both children with disabilities and non-disabled children;
  
• 
  Providing scholarships, signing bonuses, or other financial incentives, such as differential pay, for teacher to teach in academic subjects in which there exists a shortage of highly qualified teachers within a school or the local school district and in schools in which there exists a shortage of highly qualified teachers;
  
• 
  Developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly within elementary schools and secondary schools with a high percentage of low-achieving students;
  
• 
  Recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades;
  
• 
  Expanding applicant pool, recruiting qualified professionals from other fields, including highly qualified paraprofessionals and provide such professionals with alternative routes to teacher certification; and
  
• 
  Providing increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in the teaching profession;
  

Providing professional development activities that improve knowledge and skills in one or more core academic subjects, effective instructional practices or teachers and principals and, in appropriate cases, paraprofessionals;

• 
  Training and hiring highly qualified teachers of special needs children, as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students;
  
• 
  Providing training to enable teachers and principals to involve parents in their child’s education, especially parents of limited English proficient and immigrant children;
  
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  Involving collaborative groups of teachers and administrators in effective instructional practice training, training in how to teach and address the needs of students with different learning styles;
  

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  Mentoring teacher: Inducting teachers and principals and supporting them during their first three years of employment;
  

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  Carrying out programs and activities that are designed to improve the quality of the teacher force, such as training for teachers and principals to integrate technology into curricula and instruction to improve teaching, professional development programs including programs that learning, and technology literacy; and
  

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  Providing training on how to understand and use data and assessments to improve classroom practice and student learning.
  

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  Professional Development provided by contracted services budgeted under Object Code:
  

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  Stipends for teachers to attend training outside the regular contracted time;
  
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  Professional development, recruitment of teachers, bonuses, college tuition, personnel, teacher retention; and
  
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  Hiring of personnel for class size reduction after the district meets the State standard for teacher-pupil ratio.
  

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  Function Codes 1110, 1120, 1130 and 1140 may be used for class size reduction, employee salary and benefits only. (Purchased Services may be used with these function codes when a district contracts with an outside entity to provide substitutes for class size reduction teachers.)
  
• 
  Title II-A funds should not be budgeted for class size reduction in private schools.
  
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  Title II-A funds may be used to purchase professional development materials and supplies that are reasonable and necessary to conduct training activities. This does not include sets of materials for use with students in any individual teacher’s classroom.
  

The purpose of Title III is to ensure that limited English proficient (LEP) students/ English language learners (ELL)--national-origin-minority students who are limited-English-proficient—including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. Schools use these funds to implement language instruction educational programs designed to help LEP students achieve these standards. Districts and schools are accountable for increasing the English proficiency and core academic content knowledge of ELL students.

1. 
   Developing and implementing new language instruction educational programs and academic content instructional programs for limited English proficient students in early childhood, elementary and secondary programs.
   
2. 
   Expanding or enhancing existing language instruction educational programs and academic content instruction programs.
   
3. 
   Implementing schoolwide programs within individual schools to restructure, reform, and upgrade all programs, activities and operations related to language instruction educational programs and academic content instruction for limited English proficient students.
   
4. 
   Implementing programs designed to restructure, reform, and upgrade all programs, activities, and operations related to the education of limited English proficient students.
   

Interventions/Actions in ACSIP will describe programs:

The programs and activities that will be developed, implemented and administered are based on scientifically-based research on teaching ELL children. The program should enable children to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.
Professional development activities must provide for teachers, administrators, and others involved in language instruction educational programs high quality professional development that is:

1. 
   Designed to improve the instruction and assessment of ELL students;
   
2. 
   Designed to enhance the ability of such teachers to understand and use curricula, assessment measures, and instruction strategies for ELL children; and
   
3. 
   Based on scientifically-based research demonstrating the effectiveness of the professional development in increasing English proficiency, substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of teachers; and is of sufficient intensity and duration to have a positive and lasting impact on a teacher’s performance in the classroom.
   

An eligible entity receiving funds under section 3114(a) may use the funds to achieve one of the purposes describes by undertaking one or more of the following activities:

1. 
   Upgrading program objectives and effective instruction strategies.
   
2. 
   Improving the instruction program for limited English proficient children by identifying, acquiring, and upgrading curricula, instruction materials, educational software, and assessment procedures.
   
3. 
   Providing
   
   1. 
      Tutorials and academic or vocational education for limited English proficient children; and
      
   2. 
      Intensified instruction.
      
4. 
   Developing and implementing elementary school or secondary school language instruction educational programs that are coordinated with other relevant programs and services.
   
5. 
   Improving the English proficiency and academic achievement of limited English proficient children.
   
6. 
   Providing community participation programs, family literacy services, and parent outreach and training activities to limited English proficient children and their families.
   
   1. 
      To improve the English language skills of limited English proficient children; and
      
   2. 
      To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children.
      
7. 
   Improving the instruction of limited English proficient children by providing for:
   
   1. 
      The acquisition or development of educational technology or instructional materials;
      
   2. 
      Access to, and participation in, electronic networks for materials, training, and communication; and
      
   3. 
      I9ncorporation of the resources into curricula and programs, such as those funded under this subpart.
      
8. 
   Carrying out other activities that are consistent with the purposes of this section.
   

Part B of Title VI of the Elementary and Secondary Education Act (ESEA) authorizes two separate formula grant programs that target funds to rural school districts – the Small, Rural School Achievement Program (ESEA Section 6212) and the Rural and Low-Income School Program (ESEA Section 6221).  Under the Small, Rural School Achievement (SRSA) program, the Department makes formula allocations directly to eligible local educational agencies (LEAs).  Under the Rural and Low-Income School (RLIS) program, the Department makes formula grants to State educational agencies (SEAs), which in turn award sub-grants to eligible LEAs on a formula or competitive basis.  

To be eligible to participate in REAP-Flex and the SRSA grant program, an LEA must –

have a total average daily attendance (ADA) of fewer than 600 students, or serve only schools that are located in counties that have a population density of fewer than 10 persons per square mile; and serve only schools that have an National Center for Education Statistics (NCES) school locale code of 7 or 8 or be located in an area of the State defined as rural by a governmental agency of the State.
Rural Low Income Schools (RLIS) Eligibility – is Pass-Through

An LEA is eligible for an allocation under the RLIS program if –

20 percent or more of the children age 5 to 17 served by the LEA are from families with incomes below the poverty line; all schools served by the LEA have a school locale code of 6, 7, or 8 (assigned by the US Department of Education’s National Center for Education Statistics; see Appendix A for discussion of these locale codes); and the LEA is not eligible to participate in the SRSA program.
Carl Perkins

Carl Perkins Administration

This section discusses the specific uses of funds for which an eligible recipient is authorized to spend its Perkins allocation, and how much must be spent towards each use.

The remaining 95% of a recipient’s sub-grant must be spent on activities that are consistent with section 135.   Pursuant to the Perkins statute, there are certain mandatory and permissive uses for the grant funds received by recipients.

Recipients are required to use Perkins funds to:

1. 
   Integration of Secondary and postsecondary CTE skills;
   
2. 
   Link secondary and postsecondary CTE programs;
   
3. 
   Experience  in  and  understanding  of  all  aspects  of  an industry;
   
4. 
   Use of technology in CTE (training teachers to use technology or providing students  with  math/science knowledge skills to enter the technology fields; or collaborating with technology industries);
   
5. 
   Provide professional development programs to teachers, faculty, administrators, and career guidance and academic counselors who are involved in CTE;
   
6. 
   Provide activities to prepare special populations who are enrolled in CTE;
   
7. 
   Initiate, improve, expand, and modernize quality CTE programs;
   
8. 
   Develop and implement evaluations of CTE programs;
   
9. 
   Involve parents, business, labor organizations in CTE programs;
   
10. 
    Local education & business partnerships;
    
11. 
    Provide career guidance and academic counseling;
    
12. 
    Leasing, purchasing, upgrading and upgrading or adapting equipment including instructional aids designed to strengthen and support academic and technical skill achievement;
    
13. 
    Activities to support entrepreneurship education and training;
    
14. 
    Improving or development of new CTE courses including high skill, high wage or high demand occupations and dual or concurrent enrollment opportunities;
    
15. 
    Provide CTE programs for adults and school dropouts to complete the secondary school education or upgrade to technical skills;
    
16. 
    Support training in automotive technologies;
    
17. 
    Assist career and technical student organizations;
    
18. 
    Mentoring and support services;
    
19. 
    Teacher preparation programs that address the integration of academic and CTE skills;
    
20. 
    Develop and support small, personalized career-themed learning communities;
    
21. 
    Support for family and consumer science programs;
    
22. 
    Provide CTE programs for school dropouts to complete secondary education;
    
23. 
    Support training and activities in  nontraditional field activities ;
    
24. 
    Pool a portion of funds with eligible recipients for innovative initiatives;
    
25. 
    Other CTE activities consistent with the purpose of this Act.
    

Perkins funds may not be used for construction, renovation, or remodeling of facilities.

http://ace.arkansas.gov/cte/specialprograms/perkins/Pages/default.aspx

At least twice a year or as needed to keep all revisions contained in the same year, ADE adjusted ED allocation to LEAs.

Allocations are made available to LEAs in a Commissioner's Memo viewable at Arkansased.org. After final allocations are made ADE posts a final commissioners memo and sends the LEA a grant award notification (GAN).

Ranking to Building Level - Grade Span Grouping - Title I Schools Served

Selection of School District Attendance Areas

Indicate method used to select Title I school add “Grade Span Grouping” as a method that may be used by district to select Title I schools to be served.  “Grade Span Grouping (All schools at or above grade span average may be served or all schools at or above the district average may be served.)”  Allow this choice only when a district has more than one school per grade level.

Section 1113 of the Elementary and Secondary Education Act (ESEA) contains the requirements for identifying and selecting eligible school attendance areas that will participate in Title I, Part A. A local educational agency (LEA) must rank all of its school attendance areas (the geographic area from which a public school draws its students) according to their percent of poverty.  The poverty measure used to identify attendance areas for Arkansas schools is based upon the number of students eligible for free and reduced-priced lunch.  Title I, Part A funds must be allocated to participating school attendance areas or schools, based on rank order.  An LEA with an enrollment of less than 1,000 students or with only one school per grade span is not required to allocate funds to areas or schools in rank order.

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  "skipped" campus meets the comparability of services requirement; and
  
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  "skipped" campus receives supplemental funds from other state or local sources that are expended according to the requirements of a targeted assistance (Section 1114) or a schoolwide campus (Section 1115); and
  
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  Funds expended from such other sources equal or exceed the amount that would be provided to the campus under Title I, Part A.
  

If the LEA chooses to "skip" a campus, the LEA must provide the eligible private school children who reside within the boundaries of the "skipped" campus's attendance area the opportunity to receive Title I, Part A services.

Mail Title I Skipped Schools Request Form to ADE.

Direct costs are those costs that can be identified specifically with a particular final cost objective, such as Federal award, or other internally or externally funded activity, or that can be directly assigned to such activities relatively easily with a high degree of accuracy

All costs must:

1. 
   Be necessary C.F.R. 200.403 (needed for the program), reasonable C.F.R. 200.404 (reflect the action a prudent person would have taken under the circumstances prevailing at the time the decision to incur the cost was made) and allocable (chargeable to cost objective based on approved plan).
   
2. 
   Conform with federal law and grant terms
   
3. 
   Be consistent with state and local policies
   
4. 
   Be treated consistently
   
5. 
   Be in accordance with generally accepted accounting principles (GAAP)
   
6. 
   Not be included as a match
   
7. 
   Include net applicable credits C. F. R. 200.406
   
8. 
   Be adequately documented
   

Indirect Costs means those costs incurred for a common or joint purpose benefiting more than one cost objective, and not readily assignable to the cost objectives specifically benefitted, without effort disproportionate to the results achieved (page 102).  A LEA may budget indirect costs for each eligible fund, not to exceed the ADE-negotiated restricted indirect cost rate published annually in a Commissioner’s Memo.

To determine appropriate use of funds, apply Federal program statutes and regulations and then apply the crosscutting regulations regarding general provisions for selected items of cost.  

1. 
   comprehensive needs assessment;
   
2. 
   comprehensive site plan; and
   
3. 
   annual review of the plan.
   

1. 
   Include a comprehensive needs assessment;
   
2. 
   Identify school reform strategies;
   
3. 
   Provide instruction by highly qualified teachers;
   
4. 
   Offer high-quality, ongoing professional development;
   
5. 
   Create strategies to attract highly qualified teachers;
   
6. 
   Create strategies to increase parental involvement;
   
7. 
   Develop plans to assist in transitions;
   
8. 
   Identify measures to include teachers in decisions;
   
9. 
   Conduct activities to ensure students receive effective, timely, additional assistance; and
   
10. 
    Coordinate and integrate Federal, State and local services and programs.
    

• 
  Title I, Part A funds may be used to plan, implement, monitor and evaluate components required in a Schoolwide or Targeted Assistance program.
  
• 
  LEAs must use the restricted indirect cost rate negotiated by ADE.
  
• 
  MAXIMUM CARRYOVER:  15%
  

1. 
   Maintained at each school operating a Schoolwide or Targeted Assistance program, and
   
2. 
   Maintained at the main office of the school district, and
   
3. 
   Available to any member of the general public on request.
   

1. 
   Provide one-on-one tutoring if such tutoring is scheduled at a time when a student
   

2. 
   Assist with classroom management, such as by organizing instructional materials;
   
3. 
   Provide instructional assistance in a computer laboratory;
   
4. 
   Conduct parental involvement activities;
   
5. 
   Provide instructional support in a library or media center;
   
6. 
   Act as a translator;
   
7. 
   Provide instructional support services under the direct supervision of a highly qualified teacher.
   

• 
  Completed two years of study at an institution of higher education -OR-
  
• 
  Obtained an associate’s (or higher) degree -OR-
  

• 
  Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness)
  

• 
  accountability for results,
  
• 
  local control and flexibility,
  
• 
  expanded parental choice, and
  
• 
  effective and successful programs that reflect scientifically based research.
  

• 
  Required PI Set Aside: If the district allocation is $500,000 or more, 1% must be Set Aside for Parental Involvement. Ninety-five percent (95%) of the district’s 1% allocation must be distributed to schools being served by Title I. Title I funds may not be used to pay for building parental involvement facilities.