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NCLBProgram ConnectionsTitle I, Part A Title I, Part C Title III, Part A

NCLB No Child Left Behind

NCLB Program Connections | i

Copyright © 2010 Texas Education Agency

IntroductionFederal statute, the Elementary and Secondary Education Act (ESEA) as reauthorized by the No Child Left Behind (NCLB) Act of 2001, outlines a variety of requirements related to the education and support of students who qualify for services as outlined in the following programs:

• Title I, Part A—Improving Basic Programs;

• Title I, Part C—Education of Migratory Children; and

• Title III, Part A—Language Instruction for Limited English Proficient (LEP) and Immigrant Students.

Although there are distinct differences within each of these title programs, there are common requirements that are important to understand to ensure coordination rather than duplication of programs and services. By gaining a deeper understanding of the intent of each program, local education agencies (LEAs) will have an opportunity to coordinate and align program activities and resources in a way that creates coherence and consistency to meet the needs of all intended students, ensure quality instructional programs, utilize both human and fiscal resources most efficiently, and ultimately provide the most appropriate program service options for students. These programs are intended to support the five goals outlined by the United States Department of Education (USDE) that focus on student achievement. LEAs adopt these goals through the Standard Application System (SAS) and are expected to use funds from the SAS to address the goals. The five goals are as follows:

Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Goal 2: All LEP students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

No Child Left Behind Program ConnectionsTitle I, Part A • Title I, Part C • Title III, Part A

Goal 3: All students will be taught by highly qualified teachers.

Goal 4: All students will be educated in learning environments that are safe, drug-free and conducive to learning.

Goal 5: All students will graduate from high school.

The NCLB Program Connections tool enables LEAs and campuses to identify similar and distinct program requirements to create processes and structures that will best support student achievement. It highlights program requirements and provides a crosswalk/at-a-glance view of the requirements for the following program areas: Program Descriptions, Program Requirements, Fiscal Management, Personnel, Program Coordination, Parent Involvement/Notification, Private Non-Profit Schools, and Program Evaluation. The subsequent sections detail the alignment between programs.

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Table of ContentsProgram Descriptions

Title I, Part A - Improving Basic Programs ...............................................................................................................1Title I, Part C - Education of Migratory Children ....................................................................................................1Title III, Part A - Language Instruction for LEP and Immigrant Students ...........................................................1

Program RequirementsComprehensive Needs Assessment .............................................................................................................................2Eligibility ........................................................................................................................................................................4Planning..........................................................................................................................................................................6Planning Team ...............................................................................................................................................................8Program Specifics ........................................................................................................................................................10Student Progress Monitoring .....................................................................................................................................10

Fiscal ManagementPlanning for Program Funds .....................................................................................................................................12Fiscal Requirements for Expenditures, Including Supplement, Not Supplant ....................................................14Reservation of Funds ..................................................................................................................................................14Program-Specific Funding Requirements ................................................................................................................16

PersonnelHighly Qualified Staff .................................................................................................................................................18Staffing Requirements ................................................................................................................................................20Professional Development .........................................................................................................................................22

Program CoordinationCross Program/Agency Coordination ......................................................................................................................24

Parent Involvement/NotificationsParent Involvement ....................................................................................................................................................26Parent Notifications .....................................................................................................................................................28

Private Non-Profit SchoolPrivate Non-Profit School Eligibility ........................................................................................................................32Student Eligibility ........................................................................................................................................................32Consultation.................................................................................................................................................................34Progress and Evaluation .............................................................................................................................................36

Program EvaluationProgram Evaluation ....................................................................................................................................................38

Conclusion ..............................................................................................................................................................................40

NCLB Program Connections | 1


Program DescriptionsThis section outlines the intent and purpose of each program for increasing student achievement.

Title I, Part A – Improving Basic ProgramsThe purpose of Title I, Part A is to ensure that children, particularly low-achieving children in the highest poverty schools, have fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum proficiency on challenging State academic achievement standards and state academic assessments (PL 107-110, Section 1001).

Title I, Part C – Education of Migratory ChildrenThe purpose of the Migrant Education Program (MEP) is to design and support programs that help migrant students overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle. These efforts are aimed at helping migrant students succeed in school and successfully transition to postsecondary education or employment. This includes:

(1) supporting high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves;

(2) ensuring that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and State academic content and student academic achievement standards;

(3) ensuring that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;

(4) ensuring that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet;

(5) designing programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education or employment; and

(6) ensuring that migratory children benefit from State and local systemic reforms (PL 107-110, Section 1301).

Title III, Part A – Language Instruction for Limited English Proficient (LEP) and Immigrant StudentsTitle III, Part A provides supplemental resources to LEAs to help ensure that children who are LEP attain English proficiency at high levels in core academic subjects to meet state mandated achievement performance standards.

The purposes of Title III, Part A are to: (1) help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attain in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to met;

(2) develop high-quality language instruction educational programs designed to assist state education agencies, LEAs, and schools in teaching LEP and immigrant students;

(3) assist LEAs to develop and enhance their capacity to provide high-quality instructional programs designed to prepare LEP and immigrant students enter all-English instruction settings;

(4) assist LEAs and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for LEP students;

(5) promote parental and community participation in language instruction educational programs for the parents and communities of (Sec.1302 (b)) LEP students;

(6) streamline language instruction educational programs that help LEP and immigrant students develop proficiency in English while meeting challenging state academic content and student academic achievement standards;

(7) hold LEAs and schools accountable for increases in English proficiency and core academic content knowledge of LEP students; and

(8) provide LEAs the flexibility to implement the most effective language instruction programs based on scientifically-based research (PL 107-110, Section 3001).

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Area of Focus Title I, Part A

Comprehensive Needs Assessment

Conduct a comprehensive needs assessment to determine program needs.

For a Title I, Part A schoolwide program, the campus conducts a comprehensive needs assessment (including taking into account the needs of migratory children) of the entire school.

For a Title I, Part A targeted assistance program, the district identifies students not older than age 21 who have the greatest need for special assistance and who are failing, or most at risk of failing, to meet the State’s student academic achievement standards.

Program RequirementsRequirements that are explicit to each title program should be carried out as specified in statute. These requirements fall into various broad areas which contribute to the overall intent and purpose of the individual program and its intended beneficiaries. While some requirements are program-specific, when appropriate, coordination of programs should be used to maximize resources and avoid duplication.



Title I, Part C Title III, Part A

Conduct a needs assessment in order to provide services that will meet the identified needs in accordance with the MEP comprehensive State Plan for service delivery.

Update the needs assessment annually.

Identify and address the special education needs of migrant children through a comprehensive plan for needs assessment and service delivery.

Student demographic and assessment data are key data sources that LEAs should use to construct a statewide or local profile of migrant children as compared to non-migrant children and/or other appropriate comparison groups. These data are particularly useful if they are disaggregated by: (1) priority for service, (2) grade level and (3) project area (where the number of students served is sufficiently large for the data to be reliable).

Determine the needs for instruction in languages other than English and ensure that all teachers in Title III, Part A language instructional programs for LEP children are fluent in both English and any other language used for instruction, including having written and oral communication skills.




Eligibility The LEA determines campus eligibility and whether to serve a campus based on the level of poverty at each campus and campus allocation rules.

Schoolwide: A Title I, Part A program permits a school to use funds from Title I, Part A and other federal education program funds and resources to upgrade the entire education program of the school in order to raise academic achievement for all students. All eligible campuses and parents must be informed concerning the statute, rules, and regulations authorizing schoolwide programs:

• In accordance with section 1119 and section 1114(a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children at the campus to meet the State’s student academic achievement standards.

• Strategies to increase parental involvement in accordance with section 1118, such as family literacy services.

Targeted Assistance: On a Targeted Assistance Campus, Title I, Part A funds are used only for supplementary education services for eligible students who are failing or most at risk of failing to meet state standards. The LEA’s criteria for identifying students for Title I, Part A Targeted Assistance services must be clearly defined in the LEA’s District Improvement Plan and in the Campus Improvement Plan (CIP). Any supplemental criteria established at the campus level must also be described in the CIP. The LEA must have criteria for every grade that receives services under Title I, Part A Targeted Assistance programs. Multiple, educationally-related, objective criteria must be used. For a Title I, Part A Targeted Assistance program, the district identifies students not older than age 21 who have the greatest need for special assistance and who are failing, or most at risk of failing, to meet the State’s student academic achievement standards.




The LEA is responsible for ensuring the accuracy of the information used to determine each child’s eligibility for the MEP and has a process for doing so.

The LEA should:

(1) identify the eligible migrant children with special educational needs who are expected to reside in the local area;

(2) determine the educational and educationally related needs of the children to be served;

(3) determine the focus of the program (i.e., instructional areas and/or grade levels) based on a needs assessment; and

(4) serve children with the greatest need for MEP services according to the priority for service list in NGS.

Any student indentified as LEP is eligible for Title III, Part A services which are supplemental to and coordinated with the LEA’s Bilingual/English as a Second Language (ESL) program(s).

Title III, Part A—LEP: Only students currently identified as LEP are eligible for services funded through the Title III, Part A—LEP subgrant.

Title III, Part A—Immigrant: Only students currently identified as Immigrant are eligible for services funded through a Title III, Part A—Immigrant subgrant. Under the ESEA Title III definition, this pertains to individuals who:

• are aged 3 through 21;

• were not born in any state*; and

• have not been attending one or more schools in any one or more states* for more than three full academic years.

*State – Refers to each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.




Planning The CIP describes how Title I, Part A funds are spent on effective methods and instructional strategies that are based on scientific research for participating students.

Schoolwide campuses must develop or amend a comprehensive plan for reforming the total instructional program in the school that:

• describes how the school will implement the 10 components;

• describes how the school will use resources under this part and from other sources to implement those components;

• includes a list of State educational agency and local educational agency programs and other Federal programs under subsection (a)(3) that will be consolidated in the schoolwide program; and

• describes how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments.

The Schoolwide CIP incorporates the following 10 components of a schoolwide program:

(1) comprehensive needs assessment of the entire school based on information that includes the achievement of children;

(2) schoolwide reform strategies;

(3) instruction by highly qualified staff;

(4) opportunities for professional development;

(5) strategies for attracting highly qualified teachers;

(6) strategies to increase parental involvement;

(7) plans for assisting preschool children in the transition from early childhood programs;

(8) measures to include teachers in the decisions regarding the use of assessments;

(9) provision of effective, timely, additional assistance provided to students who experience difficulty mastering the proficient or advanced levels of academic achievement standards; and

(10) coordination of federal, state, and local services and programs and integration with the schoolwide program.

Continued on page 8.




Before the first day of school, the LEA develops a Priority for Service (PFS) Action Plan for serving PFS students. The Plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

MEP funds should first be used to address the unique needs of migrant children that result from their migratory lifestyle or are needed to permit migrant children to participate effectively in school.

Migrant children are eligible for services under the regular Title I, Part A on the same basis as other children. MEP funds are intended to supplement services provided under Part A and other programs to meet the needs of migrant students that arise from their migrant status [Section 1306(b)].

The PFS Action Plan must include the following:

(1) when, in the school year calendar, the Title I Migrant Coordinator will provide campus principals, appropriate campus staff and parents the PFS criteria and updated NGS ‘Priority for Service’ reports;

(2) when, in the school year calendar, the Title I Migrant Coordinator, MEP staff and migrant school staff will make home and/or community visits to update parents on the academic progress of their children;

(3) a narrative section that explains how the Title I Migrant Coordinator will use NGS ‘Priority for Service’ reports to give priority placements to these students in MEP activities;

(4) a narrative section that explains how the Title I Migrant Coordinator will ensure that ‘Priority for Service’ students receive priority access to instructional services, as well as social workers and community social services/agencies;

(5) a section that describes, in detail, federal, state and local programs that serve ‘Priority for Service’ students; and

(6) when, in the school year calendar, the Title I Migrant Coordinator will meet with the district PEIMS staff to review accuracy of migrant student data.

The Title I Migrant Coordinator will include the PFS Action Plan in the District Improvement Plan (DIP) as a separate section appropriately labeled or identified (e.g. “Migrant PFS Action Plan Section”) rather than integrating the action plan elements with other DIP sections that focus on other student population groups (e.g. bilingual, ESL, low income).

The LEA must consult with teachers, researchers, school administrators, and parents and, if appropriate, with education-related community groups and non-profit organizations and institutions of higher education in developing a local plan based on identified student and teacher needs. The LEA Local Plan is completed and submitted by the LEA as a section of the LEA’s application for federal funding.




Planning (continued) Continued from page 6.

The Targeted Assistance CIP incorporates the following eight components of a targeted assistance program:

(1) program resources are used to help participating children meet State academic achievement standards,

(2) planning for identified students is incorporated into existing school planning,

(3) effective methods and instructional strategies are based on scientifically-based research that strengthens the core academic program,

(4) each targeted assistance program is coordinated with and supports regular education programs,

(5) instruction is provided by certified teachers,

(6) opportunities for professional development are provided,

(7) strategies to increase parental involvement are used, and

(8) federal, state, and local services and programs are coordinated and integrated with the targeted assistance program.

If state and federal funds are combined on a schoolwide campus, the plan must include a list of combined funds.

The schoolwide program plan is available to the LEA, parents, and the public and the information contained in the plan is in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.


Planning Team Each schoolwide program plan is developed with the involvement of parents, and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, and administrators, including administrators of other Title I programs, and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary campus, students from such campus.




See page 7. See page 7.


The LEA’s planning, implementation, and evaluation of MEP activities must reflect regular, meaningful consultation with migrant parents coordinated through the district’s PAC.

The LEA consults with teachers, researchers, school administrators, and parents, and if appropriate, with education–related community groups and non-profit organizations, and institutions of higher education in developing their local plans.




Program Specifics (1) Homeless Liaison: The district has a Homeless Liaison as indicated in the application for funding.

(2) School-Parent Compact: As a component of the school-level parental involvement policy, each school served under Title I, Part A shall jointly develop with parents for all children served under this program, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards.

(3) Neglected/Delinquent Students: The district provides Title I, Part A services to any student in a local institution for neglected children and youth attending a community day program for such children.

(4) Homeless Students: The district provides Title I, Part A services to homeless students not served through Title I, Part A program services.


Student Progress Monitoring (1) Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum:

• parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement;

• frequent reports to parents on their children’s progress; and

• reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.

Schoolwide Component #9: provision of effective, timely, additional assistance provided to students who experience difficulty mastering the proficient or advanced levels of academic achievement standards.




(1) Annual Residency Verification: Between September 1 and August 31, the LEA conducts annual residency verification of eligible migrant children as outlined in the Texas Manual for the Identification and Recruitment of Migrant Children.

(2) New Generation System (NGS): The LEA must designate and enter into NGS a district summer contact person who will be available throughout the summer months and will have access to migrant student records, such as course grades and immunizations.

(3) Certificate of Eligibility (COE): As each child is recruited into the program, information on the child is recorded on a COE. Information from the COE must be entered into NGS according to the required timelines as outlined in the Texas Manual for the New Generation system (NGS) Data MAnagement Requirements.

(4) Literacy Programs: To the extent possible, the LEA must provide (a) family literacy programs, such as the Texas Migrant Reading Is Fundamental (RIF) Program and/or the Building Bridges Early Childhood Program; and (b) supportive services for out-of-school youth.

The district provides high-quality language instruction educational programs to LEP students that are supplemental to and coordinated with state-required Bilingual/ESL programs.


The LEA conducts ongoing monitoring of migrant academic progress per campus and coordinates migrant support services and instructional resources with campus principals and staff to address migrant student needs and to promote migrant student success in the classroom and school—Migrant Services Coordination.

Students participate in annual testing for English Language Proficiency that measures progress of learning the English language in listening, speaking, reading and writing for students in Grades K-12.

Students participate in annual testing through TELPAS for English language proficiency in listening, speaking, reading, and writing in Grades K-12, that measure:• progress of learning English;• attainment of English;• performance on State Assessment

as determined by Adequate Yearly Progress (AYP).



Fiscal ManagementA strong emphasis on the requirement of all title programs to supplement and not supplant funds currently being utilized for program implementation is intended.

The LEA should be able to appropriately respond to, and maintain documentation for, each of the following questions to determine whether an expenditure is allowable:

(1) Is the expenditure reasonable and necessary to carry out the intent and purpose of the program (all three programs)?

(2) Does the expenditure address a need previously identified in the campus comprehensive needs assessment (all three programs)?

(3) Is the program/activity/strategy to be funded described in the district/CIP (all three programs)?

(4) How will the expenditure be evaluated to measure a positive impact on student achievement (all three programs)?

(5) If a schoolwide campus, will the expenditure upgrade the entire educational program on the campus (Title I, Part A)?

(6) Is the expenditure supplemental to other non-federal programs (all three programs)? Or on a schoolwide program, the amount of the Title I, Part A funding on the campus must be supplemental. On a targeted

assistance program, the program/activity/strategy must be supplemental (Title I, Part A).

(7) Are the Title III, Part A funds used to supplement, and not supplant, other state-required programs and services (Title III, Part A)?

(8) Is the expenditure supplemental to all other non-federal and federal programs (Title I, Part C)?

LEAs have the responsibility to ensure that the uses of financial resources are most appropriate for the program in which they are utilizing said funds. Documentation outlining expenditures must be maintained to verify allowable uses of funds and to ensure that all expenditures are supplemental in nature as required by each program. What is important to note is that on a Title I, Part A Schoolwide campus, Title I, Part A funds are used to upgrade the entire educational program of the school to raise achievement for all students, including Migrant and LEP students. Title I, Part C Migrant funds are supplemental to ALL other funds for which migrant students are eligible. MEP students must receive services from other federal, state, and local programs that they qualify for on the basis as the general student population before MEP funds can be used. MEP funds cannot be consolidated in a schoolwide budget unless specific approval is received by TEA through the application and negotiation process. Title III, Part A funds cannot be used to fund programs that are required by state law. Texas requires LEAs to have Bilingual and ESL programs funded through a state allotment. Title III, Part A funds must be additional and supplemental for LEP students.


Planning for Program Funds The LEA collaborated with teachers, paraprofessionals, principals, other relevant school personnel, and parents in planning Title I, Part A program activities and preparing the district application for funding. (N/A if the LEA did not accept/receive Title I, Part A funds, REAPed funds, or is a member of a Title I, Part A SSA.)




The LEA’s planning, implementation and evaluation of MEP activities must reflect regular, meaningful consultation with migrant parents coordinated through the district’s PAC.

LEAs provide services to migrant students from other federal programs before they use MEP funds to provide services. Furthermore, while each federal program has its own eligibility requirements, none permits migrant students to be excluded from services because they are eligible for the MEP. Therefore, other federal programs must select and provide services to eligible migrant students on the same basis as other eligible children. After the other federal program selects students for services, an LEA may use MEP funds to increase the number of migrant students who participate in the project and/or enhance the services that participating migrant students otherwise receive.

The LEA consults with teachers, researchers, school administrators, and parents, and if appropriate, with education related community groups and non-profit organizations, and institutions of higher education in developing their local plans.




Fiscal Requirements for Expen-ditures, Including Supplement, Not Supplant

The LEA must meet three fiscal requirements related to the expenditure of regular state and local funds:

• maintain state and local effort;

• provide services in project areas with state and local funds that are at least comparable to services provided in areas not receiving Title I, Part A services; and

• use Title I, Part A funds to supplement, not supplant, regular non-federal funds. Exception: A Title I, Part A Schoolwide Campus is not required to provide supplemental services to identified children. However, the campus may ONLY use federal funds to supplement the amount of funds that would, in the absence of the federal funds, be made available to the school from non-federal sources: state and local funds may not be diverted because Title I, Part A funds are available.


Reservation of Funds Reservation of funds for this program include:

• Professional Development, including proportionate share for PNP services

• Parent Involvement, including proportionate share for PNP services

• Homeless

• Neglected/Delinquent

• School Improvement/Corrective Action/Restructuring

• School Choice/Supplemental Education Services

• Other Authorized LEA Activities

• Private Non-Profit School Proportionate Share for administration and services to eligible students




Each LEA must ensure that MEP funds are used to supplement, not supplant services provided to migrant children.

Title I, Part C funds must be supplemental to all other local, state and federal funds.

MEP funds may be used only to supplement the level of funds that would, in the absence of MEP funds, be made available from non-federal sources for the education of children participating in MEP projects. LEAs may not use MEP funds to supplant (i.e., replace) non-federal funds.

The most common supplant issue is when MEP staff, particularly paraprofessionals and counselors, is paid 100% with Migrant funds and assigned responsibilities other than supplemental services to MEP students.

LEAs are required to provide migrant children access to the same federal, state and locally funded services that non-migrant children receive to address their needs, and may not use MEP funds to provide services that school districts are required by law to provide through other programs.

Title III, Part A funds must be used to supplement, and not supplant, any other federal, state, or local funds or funds used for state-required programs and services. They cannot be used to fund programs or services that are required by State law.


No reservation of funds requirements. No reservation of funds requirements.




Program-Specific Funding Requirements

For campuses with multiple attendance areas, Comparability of Services is met.

Maintenance of Effort (MOE) must be met.

The 125% Special Allocation Rule is met. (If an LEA serves any campus below 35% poverty, the LEA must allocate to ALL participating campuses an amount for each low-income child in each participating campus that is at least 125% of the LEA’s allocation per low-income child. EXCEPTION: If an LEA uses the feeder pattern of an elementary school with a low-income percentage of 35% or more to establish the low-income percentage of a middle or high school whose original low-income percentage was below 35%, the LEA is not required to implement the 125 Percent Special Allocation Rule.)

The LEA is limited by statute to carry over into the following fiscal year no more than 15% of its Title I, Part A current-year entitlement: Exception—LEAs that receive less than $50,000 per year.

If state and federal funds are combined on a schoolwide campus, the plan must include a list of combined funds.




The MEP is exempt from MOE requirements.

Funds available under MEP may be used in a schoolwide program if the LEA meets the State standard for consolidating Title I, Part C funds into its schoolwide campus budget. TEA approval is required through the application and negotiation process.

The activities and services LEAs fund must comport with the results of the statewide comprehensive needs assessment and the requirements of the statewide service delivery plans.

LEAs must first use MEP funds to meet the identified needs of migrant children that result from their migrant lifestyle, and to permit these children to participate effectively in school. In general, LEAs must use MEP funds to meet the needs of migrant children.

LEAs may use MEP funds to provide the following types of services:

• instructional services (e.g., educational activities for preschool-age children and instruction in elementary and secondary schools, such as tutoring before and after school); and

• support services (e.g., educationally related activities, such as advocacy for migrant children; health, nutrition and social services for migrant families; necessary educational supplies; transportation).

The LEA may use MEP funds to:

• pay for tuition or fees for evening classes, summer school, credit by exam or distance learning; or

• provide resources not available through other funding sources which are necessary for student’s on-time graduation (i.e., tutoring, childcare, transportation, etc.).

TEA notes carry over of more than 25% of its Title I, Part C current-year entitlement into the following fiscal year.

No more than 2% of the Title III, Part A LEP entitlement is used for administrative costs.

LEAs scheduled to receive less than $10,000 entitlement for Title III, Part A must join a Shared Services Arrangement (SSA).

TEA notes carry over of more than 25% of its Title III, Part A current-year entitlement into the following fiscal year.

Funding allotments for all districts and charter schools are calculated based on the number of LEP students enrolled in the districts, according to the most recent PEIMS data available. Additional funding allotments for districts experiencing a significant increase in immigrant enrollment over the two previous years are determined using a formula that takes into account district size, the number of immigrant students, and the percentage increase over two years.




Highly Qualified Staff The LEA only hires highly qualified teachers in core academic subject areas. Any new core academic subject teacher meets the appropriate definition of highly qualified. The campus principal of each Title I, Part A campus has attested in writing to the status of each campus being in compliance with Section 1119 requirements. The LEA has copies of the signed attestation form(s).

The district hires paraprofessionals with instructional duties who meet the requirements for this position. Paraprofessionals who provide instructional support must work under the direct supervision of a highly qualified teacher. The campus(es) and LEA have copies of the list of paraprofessionals and designated teachers.

Personnel Core academic subject area teachers must meet specific requirements set in place by NCLB statute. When utilizing Title I, Part A fiscal resources for personnel, all funding requirements specified in statute apply to teachers and paraprofessional staff.

As outlined in Title I, Part A requirements, teachers and paraprofessionals must meet “Highly Qualified” specifications and be fully certified. Title III, Part A requirements support these qualifications; however, teachers must also be fluent in English, as well as the other language in which they provide academic instruction and support.

LEAs must maintain appropriate documentation which includes notifications to parents regarding the requirements for personnel and program assignments/placement of their child.




There is no reference to teacher qualifications in this program; however, MEP students participating in Title I, Part A programs must be instructed by core academic subject area teachers who meet the appropriate definition of highly qualified and paraprofessionals who meet the requirements for paraprofessionals with instructional duties.

Title III Teacher Fluency Requirement: The LEA must ensure that all teachers in a language instruction educational program for LEP students are fluent in English and any other language used for instruction, including oral and written fluency. This requirement applies to all of the Title III-funded LEA’s teachers providing instruction in English and any another language, regardless of whether or not those teachers are paid with Title III, Part A funds.

It is up to the LEA to determine what methods are sufficient for verifying teacher fluency. Methods may consist of formal assessments or informal means that serve as evidence of teacher fluency.

Title III Professional Development: One of the ways that the LEA is required to use its Title III funds is to provide high-quality professional development to classroom teachers, principals, administrators, and other school or community-based organizational personnel. This professional development must be:

(A) designed to improve the instruction and assessment of LEP children;

(B) designed to enhance the ability of such teachers to understand and use curricula, assessment measures, and instructional strategies for LEP children;

(C) based on documented research demonstrating the effectiveness of the professional development in increasing children’s English proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers; and

(D) of sufficient intensity and duration to have a positive and lasting impact on the teachers’ performance in the classroom. This does not include activities such as one-day or short-term workshops and conferences unless this activity is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any LEA employing the teacher.




Staffing Requirements (Includes positions which are required by program. Excludes LEA/campus optional funded positions.)

The district has a Homeless Liaison as indicated in the application for funding.




The LEA has a designated migrant staff to fulfill the requirements for ID&R, NGS and other program coordination actions.

The LEA has assigned staff to carry out the identification and recruitment functions throughout the school year. Documentation includes:

(1) list of names of district recruiters and reviewers; and

(2) ID&R training certificates, from the required ESC ID&R training for the current year, for each recruiter and reviewer identified.

The LEA must designate and enter into NGS a district summer contact person who will be available throughout the summer months and will have access to migrant student records, such as course grades and immunizations.

If Planned Supplemental Activities are provided, the LEA:

• Employs a migrant counselor or qualified specialized staff to provide graduation plan support above and beyond what is provided by regular school counselors, including to (1) develop individualized migrant student action plans; (2) provide leadership for coordination of services; (3) monitor course completion for PFS students with late entry and/or early withdrawal; (4) review district policies and procedures concerning students with late entry and/or early withdrawal; (5) intervene on behalf of students whose concerns put their academic success at risk; and (6) ensure that migrant students and parents are receiving timely information and assistance regarding the college application process, including scholarship opportunities and financial aid; and

• Provide MEP-funded teacher(s) to provide supplemental instructional support for migrant pre-kindergarten through first grade students who are performing below the expected level of development and who cannot be served by other available resources, and to collaborate with parents on ways to support students’ skill development at home. Instructional support must be provided outside of regular instructional time, individually or in small groups at least 1-2 times per week and must include engaging, age-appropriate activities to target school readiness.

None noted, other than instructional staff who meet the language needs of LEP students.




Professional Development Before allocating funds in accordance with 34 CFR 200.78, a LEA must reserve funds as are reasonable and necessary to address the professional development needs of instructional staff, including SIP and HQ.

Professional development is included as one of the components for schoolwide and targeted campuses as an area to address in the CIP.

The LEA must provide assistance to parents of children served by the school or LEA, as appropriate, in understanding such topics as the State’s academic content standards and State student academic achievement standards, State and local academic assessments, the Title I, Part A requirements, and how to monitor a child’s progress and work with educators to improve the achievement of their children.

The Title I, Part A district and campuses will educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.

The LEA and campuses receiving Title I, Part A assistance will inform parents and organizations of the existence and purpose of parental information and resource centers.




The LEA provides presentation/information to school staff to increase their awareness of migrant middle school students’ need for timely attention and appropriate interventions (according to local procedures in place) for academic and non-academic problems or concerns.

The LEA provides opportunities for professional development programs, including mentoring for teachers and other program personnel, as it relates to the migrant program. Professional development activities are aligned to the needs of migrant students. Documentation includes a list of professional development activities aligned to migrant comprehensive needs assessment.

The migrant education program staff attends required migrant education program training provided by the ESC, or other professional development opportunities i.e., Identification and Recruitment (ID&R) Workshop, NGS Academy and/or the migrant education program state conference. Documentation includes:

• list of migrant staff;

• certificates of completion of training from the ESCs for the current year; and

• evidence of any additional training, as applicable.

An LEA receiving Title III, Part A funds must use the funds to...provide high-quality professional development to classroom teachers, principals, administrators, and other school or community-based personnel, ... that is designed to improve instructional and assessment of LEP children.

Professional development activities are aimed to increase certified teachers, improve instruction and assessment and increase the ability of teachers... Professional development must be sufficient in intensity and duration to have a lasting impact on teachers’ performance in the classroom… (See page 19 for additional professional development citations).




Cross Program/ Agency Coordination

The LEA coordinates Title I, Part A services with Title I, Part C services in order to increase program effectiveness, to eliminate duplication, and to reduce fragmentation of the instructional program. (Applicable if the LEA receives Title I, Part C funds; N/A if member of a Title I, Part C SSA)

The LEA coordinates and integrates Title I, Part A services with other educational services in the district or individual school, such as Head Start, Even Start, Reading First, Early Reading First, and other preschool programs, and services for children with limited English proficiency or with disabilities, migratory children, neglected or delinquent youth, Indian children served under Part A of Title VII, homeless children, and immigrant children in order to increase program effectiveness, to eliminate duplication, and to reduce fragmentation of the instructional program (not applicable if member of a Title I, Part A SSA).

The district coordinates the use of Title III, Part A with Title I, Part A funding to provide professional development. (Applicable if the LEA receives Title III, Part A funds; not applicable if member of a Title III, Part A SSA).

Program Coordination Each of the three programs detailed in this tool requires coordination with other programs, agencies, fund sources, etc. By coordinating services, LEAs can ensure that the needs of the students being served by these programs are met, duplication of services is avoided, and appropriate programs and services are provided.




The LEA coordinates Title I, Part A services with Title I, Part C services in order to increase program effectiveness, to eliminate duplication, and to reduce fragmentation of the instructional program. (Applicable if the LEA receives Title I, Part C funds; N/A if member of a Title I, Part C SSA)

The LEA must provide comprehensive coordination of services: Within the first 60 days that eligible preschool migratory children, ages 3-5, are in the school district, determine individual educational needs and, to the extent possible, coordinate or provide services to meet the identified needs.

The LEA must coordinate with school staff and the Texas Migrant Interstate Program (TMIP) to ensure that migrant students who have failed TAKS in any content area are accessing local, intrastate and interstate opportunities available for summer TAKS remediation.

The LEA coordinates with available mentoring programs or support organizations to develop students’ learning and study skills and follow up to monitor and document progress.

The LEA coordinates with available programs offering options for credit accrual and recovery to ensure that migrant secondary students are accessing opportunities available to earn needed credits. If students participate in credit recovery labs, activities must not interfere with core classes.

The LEA ensures consolidation of partial secondary credits and proper course placement for on-time graduation by (1) accessing and reviewing academic records from NGS; and (2) at time of withdrawal or at the end of the school year, encoding recommended course information into NGS for all migrant students in grades 8-11 and, if applicable, grade 12.

The LEA coordinates to ensure access to available resources for making up coursework to ensure that migrant secondary students are accessing opportunities available to make up missing coursework. If students participate in opportunities to make up coursework, activities must not interfere with core classes.

The LEA provides coordination of resources by (1) contacting each student or family to establish the extent of student needs for homework assistance and tools; (2) collaborating with existing programs and organizations to coordinate student access to resources; and (3) providing students and parents with up-to-date and easy-to-understand information on how to access homework assistance when needed.

The LEA assists in coordination of Texas migrant students who may be served with out-of-state summer migrant programs by (1) accessing State-provided information regarding summer programs in receiving states and sharing with students and parents; (2) alerting receiving states’ summer migrant program staff of potential arrival of Texas students; and (3) working with the Texas Migrant Interstate Program (TMIP) as needed.

The LEA coordinates the Title III, Part A program with federal and other state programs, particularly the State Bilingual/ESL program.




Parent Involvement Parental involvement programs, activities, and procedures provided with Title I, Part A funds are planned and implemented with meaningful consultation with parents of participating children.

The LEA has developed jointly with, agreed upon with, and distributed to, parents of participating children a written parent involvement policy that is incorporated into the LEA’s plan.

Each campus served under Title I, Part A has jointly developed with, and distributed to, parents of participating children a written parental involvement policy, agreed upon by such parents, that describes the means for carrying out parental involvement requirements.

Campuses must host an annual meeting to inform parents about their schools in participation in Title I, Part A; offer flexible meetings; and involve parents in the development of the school parent involvement policy and plan.

Campuses must inform parents about the State’s assessment program and content standards; provide materials to help them work with their children; educate staff about how to work with parents; coordinate Title I, Part A with other programs; and provide information to parents in a language and format they understand.

Campuses shall jointly develop with parents a school-parent compact.

Campuses shall provide parents with a description and explanation of the curriculum used in the school, the forms of academic assessments used to measure student, and the proficiency levels students are expected to meet.

Parent Involvement/NotificationsParental involvement is a fundamental component of NCLB Title programs. Parents are a key component in the success of every student. Consistently notifying parents and providing written communication, in the language the parent understands, of school activities and student progress on academic achievement are required activities. Involvement of parents in various school activities can propel students forward into achievement in all areas. It is through their participation that parents are empowered and able to be involved in decisions related to various aspects of program implementation. All programs, activities, and procedures should be organized and structured in a way that allows for parents to be meaningful participants.




The LEA has a process for selecting PAC members. The LEAs must consult with the PAC in planning and operating the MEP if they operate programs of one school year in duration.

The PAC advises the LEA on concerns of migrant parents that relate to the planning, operation and evaluation of MEP programs and projects in which their children participate.

The LEA must consult with the PAC about: (1) the comprehensive assessment of the needs of migratory children to be served; and (2) the design of the comprehensive service delivery plan.

The MEP also addresses several of the Title I, Part A requirements such as, informing parent about the State’s assessment program and content standards; providing materials to help them work with their children; educating staff about how to work with parents; coordinating Title I with other programs; and providing information to parents in a language and format they understand.

Each eligible entity using funds provided under this title to provide a language instruction educational program shall implement an effective means of outreach to parents of LEP children to inform such parents of how they can :

(A) be involved in the education of their children; and

(B) be active participants in assisting their children

(i) to learn English;

(ii) to achieve at high levels in core academic subjects; and

(iii) to meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.




Parent Notifications Notification and information provided to parents must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

Notification to parents must include teachers’ and paraprofessionals’ qualifications, upon request.

Notification must include students’ results on State assessments.

Campuses must notify parents if their child has been assigned or has been taught by four or more consecutive weeks (20 school days consecutive) by a teacher who is not highly qualified.

Campuses failing to meet AYP and identified in Stage 1 or higher of school improvement must notify parents of such status and specific notifications based on the school’s stage of intervention.




The LEA should provide parents the meeting location, time and agenda well in advance. Meeting times should be convenient for parents and accommodate their work schedules. The LEA may provide transportation, childcare or other reasonable and necessary costs to facilitate attendance. Meeting agendas, minutes and other materials should be in a language and format that parents understand. Meeting rules should support open discussion.

The LEA shall, not later than 30 days after the beginning of the school year, inform a parent or the parents of a LEP child identified for participation in, or participating in, such program of:

(1) the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program;

(2) the child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement;

(3) the method of instruction used in the program in which their child is, or will be, participating, and the methods of instruction used in other available programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction;

(4) how the program in which their child is, or will be participating will meet the educational strengths and needs of the child;

(5) how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation;

(6) the specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for LEP children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools;

(7) in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and





Parent Notifications (continued) See page 28.




See page 29. Continued from page 29.

(8) information pertaining to parental rights that includes written guidance:

(A) detailing

(i) the right that parents have to have their child immediately removed from such program upon their request; and

(ii) the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and

(B) assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the eligible entity.

LEA’s receiving Title III, Part A funds that fail to meet AMAOs must notify separately all parents of LEP students in the LEA within 30 days of notification from the state.

SEPARATE NOTIFICATION: In addition to providing the information required to be provided under subsection (a), each eligible entity that is using funds provided under this title to provide a language instruction educational program, and that has failed to make progress on the annual measurable achievement objectives for any fiscal year for which Part A is in effect, shall separately inform a parent or the parents of a child identified for participation in such program, or participating in such program, of such failure not later than 30 days after such failure occurs.




Private Non-Profit School Eligibility

The LEA verifies that private schools have official non-profit status in order for students to be considered for Title I, Part A services. The school will have a tax-exempt identification number if it has been granted non-profit status.

Private school officials should maintain the poverty data in their files. If LEA officials or auditors wish to review the poverty data, they may review the data at the private schools.


Student Eligibility The LEA (LEA’s responsibility) verifies that the eligible private school children reside in participating public school attendance areas.

LEA must establish criteria to determine which private school children are eligible and, within the eligible group, which children will be served.

After students are selected, the LEA, in consultation with private school officials, determines what Title I, Part A services are to be provided. The private school students’ needs will determine what Title I, Part A services are appropriate, and services may be provided in subject areas or grade levels that are different from those provided to public school students. The type of services provided must give reasonable promise that the students will make adequate progress toward achieving the identified academic achievement standards.

The LEA determines the number of children from low-income families who attend private schools each year or every 2 years.

Private Non-Profit SchoolIn consultation with the appropriate private school officials, an LEA should review its existing pro-grams to determine how the instructional, professional development, and parent involvement compo-nents may be strengthened. An LEA must provide equitable services to eligible private school students, their teachers, and their families as defined by each program.




The LEA verifies that private schools have official non-profit status in order for students to be considered for MEP services. The school will have a tax-exempt identification number if it has been granted non-profit status.

The LEA verifies that private schools have official non-profit status in order for students to be considered for Title III, Part A services. The school will have a tax-exempt identification number if it has been granted non-profit status.


LEA must use established State criteria to determine which private school children are eligible and, within the eligible group, which MEP children will be served.

After students are selected, the LEA, in consultation with private school officials, determines what MEP services are to be provided. The private school students’ needs will determine what Title I, Part C services are appropriate, and services may be provided in subject areas or grade levels that are different from those provided to public school students. The type of services provided must give reasonable promise that the students will make adequate progress toward achieving the identified academic achievement standards.

LEA must use established State criteria to determine which private school children are eligible and, within the eligible group, which LEP children will be served.

After students are selected, the LEA, in consultation with private school officials, determines what Title III, Part A services are to be provided. The private school students’ needs will determine what services are appropriate, and services may be provided in subject areas or grade levels that are different from those provided to public school students. The type of services provided must give reasonable promise that the students will make adequate progress toward achieving the identified academic achievement standards.




Consultation Title I, Part A services for private school students must be developed in consultation with officials of the private non-profit schools.

Consultation by an LEA must include meetings between the LEA and appropriate private school officials and must occur before the LEA makes any decision that affects the opportunity for eligible private school children, their teachers, and their families to participate in Title I, Part A programs.

Under §200.63 of the Title I, Part A regulations consultation must, at a minimum, address the following issues:

• how the LEA will identify the needs of eligible private school children;

• what services the LEA will offer to eligible private school children;

• how and when the LEA will make decisions about the delivery of services;

• how, where, and by whom the LEA will provide services to eligible private school children;

• how the LEA will assess academically the services to private school children in accordance with §200.10 of the Title I, Part A regulations, and how the LEA will use the results of that assessment to improve Title I, Part A services;

• the size and scope of the equitable services that the LEA will provide to eligible private school children and, consistent with §200.64 of the Title I, Part A regulations, the proportion of its Title I, Part A funds that the LEA will allocate for these services and the amount of funds that the LEA reserves from its Title I, Part A allocation for the purposes listed in §200.77 of the Title I, Part A regulations;

• the method, or the sources of data, that the LEA will use (under §200.78 of the Title I, Part A regulations) to determine the number of private school children from low-income families residing in participating public school attendance areas, including whether the LEA will extrapolate data if a survey is used; and

• the services the LEA will provide to teachers and families of participating private school children.





MEP services for private school students must be developed in consultation with officials of the private non-profit schools.

Consultation by an LEA must include meetings between the LEA and appropriate private school officials and must occur before the LEA makes any decision that affects the opportunity for eligible private school children, their teachers, and their families to participate in MEP programs.

Consultation must, at a minimum, address the following issues:

• how the LEA will identify the needs of eligible private school children;

• what services the LEA will offer to eligible private school children;

• how and when the LEA will make decisions about the delivery of services;

• how, where, and by whom the LEA will provide services to eligible private school children;

• who will provide the services;

• how the LEA will assess the services and how it will use results of the assessment to improve those services; and

• amount of funds available for services.

The LEA has written affirmation signed by private school officials that the required consultation has occurred.

If a private school declines MEP services for its eligible students, the LEA must maintain documentation that the LEA offered the opportunity to participate in a timely manner.

Title III, Part A services for private school students must be developed in consultation with officials of the private non-profit schools.

An LEA must meet with appropriate private school officials throughout the implementation and assessment of Title III, Part A services. This consultation must include early discussions to prepare for the next school year so that there is a timely start of the Title III, Part A program at the beginning of each school year, and throughout its implementation and assessment of services.

Consultation must, at a minimum, address the following issues:

• how the children’s (teachers’) needs will be identified;

• what services will be offered;

• how, where, and by whom the services will be provided;

• how the services will be academically assessed (evaluated), and how the results of that assessment will be used to improve those services;

• what equitable services (size and scope) will be provided to the eligible private nonprofit school children (or teachers) and what proportion of funds will be allocated for such services;

• how and when the organization will make decisions about the delivery of service to such children (or teachers), including a thorough consideration and analysis of the views of the private nonprofit school officials on the provision of services through a contract with potential third-party providers;

• in the space provided for Other, specify any additional, relevant information discussed (e.g., how the LEA will ensure that any services provided through a third-party provider with meet the program requirements, including having a written, signed contract or agreement with the provider in which services are described in sufficient detail—including the separation of administrative and program costs—to determine that statutory requirements of the program will be met).




Progress and Evaluation LEA must annually assess the progress of the Title I, Part A program toward enabling private school Title I, Part A participants to meet the agreed-upon standards. The LEA and private school officials must consult on what constitutes annual progress for the Title I program.

Private Non-Profit School Program Evaluation: LEA must annually assess the progress of the Title I, Part A program toward enabling private school Title I, Part A participants to meet the agreed-upon standards. The LEA and private school officials must consult on what constitutes annual progress for the Title I, Part A program.


Consultation (continued) Continued from page 34.

Consultation must also include:

• discussion of service delivery mechanisms the LEA will use to provide services; and

• thorough consideration and analysis of the views of the private school officials on whether the LEA should contract with a third-party provider. If the LEA disagrees with the views of the private school officials on that issue, the LEA must provide in writing to those officials the reasons why the LEA has chosen not to use a third-party contractor.

The LEA has written affirmation signed by private school officials that the required consultation has occurred.

If a private school declines Title I, Part A services for its eligible students, the LEA must maintain documentation that the LEA offered the opportunity to participate in a timely manner.




The LEA must annually assess the progress of the MEP program toward enabling private school MEP participants to meet the goals.

The LEA must annually assess the progress of the Title III, Part A program toward enabling private school Title III, Part A participants to meet the goals.


See page 35. See page 35.



Program EvaluationAnnual program evaluations and the gathering, analyzing and reporting of program information are essential elements of effective decision making. NCLB programs outline particular measures that should be put in place when analyzing and evaluating their effectiveness and impact on student success.


Program Evaluation Title I, Part A campuses must:

• conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under Title I, Part A, including identifying barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described in section 1118.

• involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I, Part A programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school’s programs, the school may use that process, if such process includes an adequate representation of parents of participating children.

Private Non-Profit School Program Evaluation: LEA must annually assess the progress of the Title I, Part A program toward enabling private school Title I, Part A participants to meet the agreed-upon standards. The LEA and private school officials must consult on what constitutes annual progress for the Title I, Part A program.




The LEA conducts ongoing monitoring of migrant academic progress per campus and coordinates migrant support services and instructional resources with campus principals and staff to address migrant student needs and to promote migrant student success in the classroom and school—Migrant Services Coordination.

The PAC advises the LEA on concerns of migrant parents that relate to the planning, operation and evaluation of MEP programs and projects in which their children participate.

The LEA should establish appropriate procedures and schedules that support effective consultation with the PAC in the planning, operation and evaluation of each MEP program or local project.

The LEA must develop measurable outcomes for the MEP that are appropriate measures of the success of the program and that contribute to the achievement of the State’s performance targets. The LEA must then develop measurable outcomes that are aligned with the State’s measurable outcomes for the MEP. The LEA must evaluate students who participate in the instructional or support service components of the MEP against the program’s measurable outcomes. In addition, depending on the type of project, LEAs should measure student achievement through the TAKS.

By the end of the school year, the LEA must complete a MEP evaluation report which includes a summary of the strengths, weaknesses, opportunities, and challenges of the programs as well as comparison between planned and actual performance for each program goal and objective.

LEAs must evaluate both the implementation and results of summer school programs in the same way they evaluate MEP programs that operate during the regular school year. LEAs must measure summer projects against state and local measurable outcomes and the State’s performance targets.

The LEA is required to provide program evaluation which includes information related to:

(1) the programs and activities the LEA conducted using Title III funds;

(2) progress made by children in learning English and in meeting State academic content and student academic achievement standards;

(3) the number and percentage of children served with Title III who are attaining English language proficiency by the end of each school year; and

(4) progress made by children in meeting State academic content and student academic achievement standards for each of the two years after such children are no longer served with Title III.

Rather than submitting a program evaluation to TEA as one complete document, the LEA must provide all required components of the evaluation through data collection methods such as the Consolidated Compliance Report, state assessment performance reporting, etc.



ConclusionThis tool is intended to show the connections across programs and assist LEAs in identifying how to best coordinate services, increase partnerships with parents and the community, and ensure that all funds are used to improve student academic achievement. For additional information or inquiries, contact your regional Education Service Center NCLB staff.

Development Team: Sheila Collazo, ESC-20 Yvette D. Gomez, ESC-20 Michael Hanson, ESC-20

Review Team: Veronica Alvarez, ESC-20 Sandy Cammarata-Garcia, ESC-6 Connie Guerra, ESC-1 Kerry Howell, ESC-16



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